Week 3 Lecture

1. EY4106SUBJECT PEDAGOGICS 1:TECHNOLOGY WOODUnit 2 – Week 3:Educational Paradigms & Technology Education in Ireland Department of Design & Manufacturing Technology Lecturer/Teacher: Mr. Joseph Lyster Teaching Assistant 1: Mr. Jonathan Spillane Teaching Assistant 2: Mr. James O’Halloran Academic Year 2011: Spring Semester Technical Support: Mr. Joe Murray Notes prepared by: Mr. Joseph Lyster

2. EY4106 ‘The Square Peg Round Hole View on Education’ Department of Design & Manufacturing Technology

3. EY4106 Introduction: Educational Paradigms and Technology Education in Ireland A paradigm is understood to be an idea or theory Paradigms change when the ruling paradigm loses its capacity to solve problems and generate a positive vision of the future Kuhn described it in the context of scientific revolution where an existing paradigm can no longer support a progression in scientific understanding and therefore a shift in the approach of the ruling theory of science is created (Kuhn, 1962). Reigeluth (2006) identified that paradigm shifts are always associated with the dominant ideologies of a given time, for example Kuhn’s scientific paradigm shift reflected technological advancements of that time such as computers. As paradigm shifts occur they can impact society on many levels, including education which is a focus of this lecture. Department of Design & Manufacturing Technology

4. EY4106 Major Paradigm Shifts There have been four major paradigm shifts throughout the evolution of the human race, namely: Agricultural Age Industrial Age Information Age Conceptual Age The evolution of general public and technology education in Ireland will be outlined in each of these shifts Firstly we must state the nature of current public education Department of Design & Manufacturing Technology

7. Identify with their own genes in a modelof globalization

8. However, the education system has not changed…it is doing what it did in the past! – So many talented students are lost as a result.

9. Traditional approach was that if you worked hard, excelled in school then you would get a job.

10. Today, a degree cannot guarantee you a job…most students are aware of thisDepartment of Design & Manufacturing Technology

12. The Forster Act of 1874 was the initiation of public education

13. It was a revolutionary concept for three reasons:

14. Paid for by taxation

15. Compulsory to everyone

16. Free at the point of delivery

17. However, the social structure of education was based on an intellectual model of the mind for example – deductive reasoning and a knowledge of the classics.

18. This created the concept of academic ability, which categorizes people into two groups, namely:

19. Academic

20. Non AcademicDepartment of Design & Manufacturing Technology

22. This has left so many talented students lost because their intellectual ability does not conform with standardized education based on intellectual ability/academic achievement.

23. This is the most intensely stimulating period in the history of the earth and yet we inadvertently restrict students in so many ways for example:

24. We penalize students for being distracted by the vast amount of information and technology available to them. We are not accommodating their interests.

25. We confine and control their actions within the learning environment

26. A primary victim of this model of education is the Arts.

27. The Arts requires students to address their aesthetic experience

28. This enables students to reach the peak of their senses and thus achieving fulfilment of interest with the task at hand.Department of Design & Manufacturing Technology

30. Bells

31. Uniforms

32. Production Line Mentality….1st to 6th year….do x y and z

33. Separate subjects

34. Batch students by age rather than interests.

35. Subject to standardization

36. An essential capacity of learning is divergent thinking, which is the ability to develop multiple answers to a problem rather than just one answer.

37. Divergent thinking is an essential capacity for creativity.

38. Schools educate pupils out of their creative ability.

39. A Longitudinal paper clip study proves (4-6; 8-10; & 13-15)Department of Design & Manufacturing Technology

41. The culture of our educational institutions must change

42. The old model, which is now invalid, must be replaced

43. It cannot be reformed….it must be transformed.Department of Design & Manufacturing Technology

44. EY4106 Paradigm Shifts: Department of Design & Manufacturing Technology

45. EY4106 Four Main Paradigm Shifts Agricultural Age Industrial Age Information Age And …… The Conceptual Age Department of Design & Manufacturing Technology

47. In addition to the three paradigm shifts outlined by Toffler’s (1980) wave theory, Pink (2005) proposes a new paradigm shift called the conceptual age.Figure 1 Toffler's wave theory (reproduced from: Kressley, 1997) Department of Design & Manufacturing Technology

49. Crafts people provided an invaluable service to agricultural society by self-sustaining rural communities ensuring that they could cater for all their needs from constructing buildings to the manufacturing and maintenance of farming equipment (Clark, 2002). Master and apprentice system – Guild Formal Education – Primary Directed by religious orders Classical linguistic programme of learning Rote learning and memorizing University teaching standard poor Establishment of dissenting academies of education i.e. Engineering Department of Design & Manufacturing Technology

51. The hedge schools were taught by priests, nuns, local storytellers, passing scholars and skilled crafts people providing students with basic reading, writing & arithmetic skills (3R’s) (Dowling, 1968).

52. Ireland, in the middle ages, was known as the ‘island of saints and scholars’ as a result of monastic learning’s that created the relationship between religion and education (Lennon & White, 1997).Department of Design & Manufacturing Technology

53. EY4106 Industrial Age Mechanisation – Industrial Revolution Large scale urbanization – increased population Public school systems developed Curriculum design to meet needs of industrial trainers Reading, wRiting and aRithmetic (3R’s) Teacher focus on developing students for a working life within an industrial society Department of Design & Manufacturing Technology

55. The invention of steam power created an age of industrial development, which resulted in the mechanising of many processes that were formerly attributed to skilled crafts people.

56. Mantoux (2006) described the industrial revolution as a growing division of labour, a widening of markets, and the adoption of new devices by ordinary people.

57. On a social level, the revolution created larger urban centres that attracted people in from the countryside to work in large factories (Feinstein, 1998).

58. Larger urban centres and the demands of industrial trainers generated the need for mass education (Williams, 1961).

59. In Ireland, initial teacher training colleges were created, such as the Church of Ireland College of Education (CICE), as a result of the establishment of the National schools in the 1830’s (Coolahan, 2004).Department of Design & Manufacturing Technology

61. Field (1979) stated that education in industrial age Britain was aimed at establishing certain moral attitudes that were regarded as important to the labour force.

62. Teacher training during the period of industrial revolution was heavily focused on the developing habits of regularity, self-discipline, obedience, and trained effort within students (Williams, 1961: Field, 1979).

63. However, the evolution of curriculum, as a result of industrial processes and structured mass education, began to identify the need for specialized education in technical and scientific subjects (Gillard, 2007).

64. Technical instruction and vocational education programmes of learning began to develop as the industrial age intensified.

65. In the Irish context, Coolahan (1981) identified three significant developments in education during the industrial revolution, namely the establishment of:

66. the Department for Agriculture and Technical Instruction (DATI) in 1899;

67. formal teacher education for second level teachers through a part-time one year higher diploma (H-Dip.) in Education in 1912;

68. and the Vocational Education Act (VEA) of 1930.Department of Design & Manufacturing Technology

70. Inclusive in this period of significant developments, as outlined, was the establishment of the chairs in education in universities (TCD 1905; UCD 1909; UCC 1910; UCG 1915; & QUB 1914).

71. They were responsible for the H-Dip programme but also secondary teacher training from 1922-1966 creating an education society.

72. However, up until the late 1950’s (latter industrial age) teacher training for vocational teachers was conducted in short part-time courses under the aegis of the Department of Education, many of which were located in Colaiste Carman in Wexford (Coolahan, 2004).

73. Educational developments as a result of the industrial age, particularly the latter stages, played a massive role in the technical and social progress of the 20th century, inparticular the social aspect of teaching and learning (Broadfoot, 2009).Department of Design & Manufacturing Technology

74. EY4106 Information Age Scientific Revolution Deeper understanding of teaching and learning Importance of curriculum Education for economic growth Development of logical and analytical skills in an age of information and communication technology (ICT) Wider variety of subjects and careers opportunities However, teaching methods failing to keep pace with change Department of Design & Manufacturing Technology

76. It was a result of a paradigm shift in scientific theory that revolutionized ICT and the rate at which it developed (Kuhn, 1962).

77. The scientific shift in the information age and the development of ICT has greatly influenced the processes involved in teaching and learning.

78. The shift to theoretical understanding, outlined by Kuhn’s scientific paradigm, became evident in Irish ‘teacher education’, formerly ‘teacher training’, in 1963 with elective courses in the history of education, sociology of education and comparative education that aimed to give more theoretical underpinning to the students’ studies.Department of Design & Manufacturing Technology

80. Internal effectiveness;

81. interface effectiveness;

82. and future effectiveness.

83. Reigeluth and Duffy (2008) also identified three similar shifts to that of Cheng.

84. Cheng commented that: “The three waves of reforms are mainly based on different paradigms and theories of education effectiveness, and they result in the employment of different strategies and approaches to changing schools and education” (Cheng, 2001) Department of Design & Manufacturing Technology

86. The establishment of concurrent teacher education courses for specialist (vocational) subject areas, such as woodwork and Construction, in Thomond College of Education (TCE) now the University of Limerick (UL) in the 1970’s created a new system of teacher education.

87. Gleeson (2004) laments the dissolving of dedicated colleges of education to the academy such as TCE with their strong ‘craft’ orientation (Practicum), as valued throughout the previous ages, was done so on grounds of academic respectability (Gleeson, 2004).

88. Goodson and Hargreaves (1996) refer to this as the ‘devils bargain’ suggesting that a very high price was paid for academic respectability.

89. Nonetheless, the resulting developments in initial teacher education accompanied with the theoretical underpinnings outlined in Cheng’s (2001) first wave of change generated the need for in-service education, now referred to as continued professional development (CPD) (Egan, 2004). Department of Design & Manufacturing Technology

91. Donnelly and O’Rourke (2006) identified the need and importance of information and communication technology (ICT) in education.

92. Zemsky and Massy (2004) summarize that despite development of technology in education the teaching practices remain largely unchanged.

93. In the context of teaching and learning Hameed et al (2006) identified that considering the diversity in learning styles there is a need for a better system of delivering education and training.

94. In third level engineering education Bernold (2001) highlighted that teaching and learning needed to reform.Department of Design & Manufacturing Technology

97. EY4106 Conceptual Age Development of values based approaches to teaching and learning Emphasis on developing understanding through active learning, problem solving and group work Emphasis on levels of reading, mathematic and scientific literacy Growing influence of the need for Sustainable Development – Education for Sustainable Development (ESD) Encouraging lifelong learning through creativity based on divergent thinking The development of moral values within pedagogy The age of the learner centred paradigm within the conceptual age is emerging. Department of Design & Manufacturing Technology

99. Pink (2005) proposes that a new paradigm shift is occurring where the information age is being replaced by the conceptual age having strong implications for desired knowledge, attitudes, and skills (Huitt, 2007). Department of Design & Manufacturing Technology

101. The left hemisphere defined the information age with linear, logical and analytical talents that are evident in current technology and society.

102. However, the shift to the conceptual age using the right hemisphere of the human brain will focus on abilities such as artistry, empathy and emotion (Pink, 2005).

104. Education in the conceptual age emphasises the search for meaning through artistry, empathy and emotion (Pink, 2005).

105. Maslow’s (1943) hierarchy of needs also identified the search for meaning to be important regarding human motivation, though research hotly debates Maslow’s theory.Department of Design & Manufacturing Technology

107. Increased conscious levels will impact on society in three ways, namely: the values-driven consumer; spirituality in business; and socially responsible investing.

108. The rise in consciousness is already evident within primary factors of society such as sustainable development, which is recognised as a sensitive issue and one of global importance (Vlek & Steg, 2007).Department of Design & Manufacturing Technology

109. EY4106 Department of Design & Manufacturing Technology

111. Second level technology education is addressed in both junior and senior cycle curricula through eight specific subjects

112. Both junior and senior cycle technology education subjects are available in two levels for assessment purposes; higher level (HL) and ordinary level (OL), and some at foundation level (FL).

113. Technology Education Subjects

114. The subjects emerged from developments in vocational education, particularly in the 1980’s. Department of Design & Manufacturing Technology

116. However, up until the late 1950’s (latter industrial age) teacher training for vocational teachers was conducted in short part-time courses under the aegis of the Department of Education, many of which were located in Colaiste Carman in Wexford (Coolahan, 2004).

117. The establishment of concurrent teacher education courses for specialist (vocational) subject areas, such as the outlined technology subjects, in Thomond College of Education (TCE) now the University of Limerick (UL) in the 1970’s created a new system of teacher education. Department of Design & Manufacturing Technology

119. Goodson and Hargreaves (1996) refer to this as the ‘devils bargain’ suggesting that a very high price was paid for academic respectability.

120. It is argued that the dominance of practical activity in Irish technology education is due to many reasons; one being that teachers believe students were not cognitively exposed to sufficient “theoretical reflection about the nature and the influences of technological activity” (Black, 2005) and also the difficulty in expressing and communicating inner thoughts in a non-verbal subject area (Vygotsky and Cole, 1978).

121. These subjects have a low level of uptake (figure 1.6.1a) because they are traditionally viewed as ‘craft’ subjects that do not engage with ‘cutting edge’ technological developments (ICSTI, 1999). Department of Design & Manufacturing Technology

123. Despite this, there are seeds that can flourish given that the necessary conditions for growth are provided.

124. It is reasonable to suggest that second level technology education has the potential to encourage positive change

125. Students engage in various forms of active learning involving problem solving, critical reflection, moral reasoning, group work and divergent thinking to name but a few.

126. The conceptual basis that technology education offers can engender a learning environment to support the aesthetic experience.

127. Technology education has the potential to help students envision, transform, design and construct a more sustainably built world, one which is, understood more in a ‘‘relational totality” rather than as a collection of isolated components (Elshof, 2005).Department of Design & Manufacturing Technology