@article{Code2023,

title = {Teachers' sense of efficacy during a time of crisis},

author = {J Code and R Moylan and K Forde and R Ralph},

doi = {https://doi.org/10.1007/s42330-023-00291-0},

year  = {2023},

date = {2023-12-06},

urldate = {2023-05-15},

journal = {Canadian Journal of Science, Mathematics and Technology Education},

volume = {23},

pages = {538-558},

abstract = {Technology education (TE) has the creating, making, and doing aspects of human activity at its foundation. This article presents a comparison of the teaching sense of efficacy (TSE) of practising TE teachers and teacher candidates (TC) during a forced switch to emergency remote teaching (ERT). In phase 1, the switch to ERT had a significantly negative effect on TE teachers (N = 42; r = −0.60). In phase 2, TE TCs (N = 16) were similarly affected (r = −0.53). Results of a two-way mixed ANOVA in phase 3 suggest that ERT had a greater negative impact on practising TE teachers’ TSE for student engagement (partial eta squared = 0.11) and classroom management (partial eta squared = 0.19) than it did on TE TCs’ TSE. As novice teachers tend to draw more from contextual factors than mastery experiences, this research suggests that experienced teachers were at a greater loss due to the pandemic than TCs.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Code0000,

title = {A disorienting dilemma: Teaching and learning in technology education during a time of crisis},

author = {J Code and R Ralph and K Forde},

doi = {https://doi.org/10.1007/s42330-022-00191-9},

year  = {2022},

date = {2022-02-25},

urldate = {2022-02-25},

journal = {Canadian Journal of Science, Mathematics and Technology Education},

volume = {22},

pages = {170–189},

abstract = {The way individuals interpret and reinterpret their experience is central to meaning-making and to teaching learning. Grounded in Mezirow’s Transformative Learning Theory, this research explores whether pandemic-related emergency remote teaching manifested in a disorienting dilemma for technology educators. Educators negotiated curricular outcomes between physical aspects of making and doing and design and creative problem solving resulting in a pandemic transformed pedagogy. Thematic analysis revealed that making and doing was severely challenged due to decreased communication, student motivation and engagement. However, most concerning to educators was the heightened disparity in equity and access in their most vulnerable and at-risk students.



Titre :

Un dilemme déstabilisant : Enseigner et apprendre dans la formation en technologie en

période de crise



Résumé :

La manière dont les individus interprètent et renouvellent le sens de leur expérience est fondamentale au processus de recherche de significations et cela a des incidences sur l’enseignement et l’apprentissage. Ancrée dans la théorie de l’apprentissage transformationnel de Mezirow, cette étude vise à déterminer si l’enseignement à distance en tant que mesure d’urgence liée à la pandémie a causé un « dilemme déstabilisant » pour les formateurs en technologie. Les enseignants ont négocié des résultats d’apprentissage situés entre certains aspects physiques du « faire et mettre en pratique » et ont adopté une approche créative dans la résolution de problèmes par réflexion conceptuelle, ce qui a donné lieu à une pédagogie transformée par la pandémie. L’analyse thématique a démontré que le « faire et mettre en pratique » a été grandement éprouvé par la diminution dans les communications, la baisse de motivation des étudiants ainsi que de leur engagement. Toutefois, le plus inquiétant pour les enseignants, c’est la disparité grandissante en ce qui a trait aux questions d’équité et d’accès qui touchent leurs étudiants les plus vulnérables et les plus à risque. L’on connait bien peu de choses sur les conséquences d’une façon d’être qui est chaotique sur les apprenants et les enseignants évoluant dans des conditions qui favorisent la peur et le traumatisme. Bien que nous ne puissions pas prédire en quoi consistera la « nouvelle normalité » dans les écoles ni quels seront les effets à long terme de l’enseignement à distance comme mesure d’urgence, notre étude montre que le dilemme déstabilisant que la COVID-19 nous apporte continuera de façonner la pédagogie transformée par la pandémie pour les formateurs en technologie.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Code2022,

title = {A disorienting dilemma: Teaching and learning in technology education during a time of crisis},

author = {J Code and R Ralph and K Forde},

doi = {10.1007/s42330-022-00191-9},

year  = {2022},

date = {2022-01-21},

urldate = {2022-01-21},

journal = {Canadian Journal of Science, Mathematics and Technology Education},

abstract = {The way individuals interpret and reinterpret their experience is central to meaning-making and to teaching learning. Grounded in Mezirow’s Transformative Learning Theory, this research explores whether pandemic-related emergency remote teaching manifested in a disorienting dilemma for technology educators. Educators negotiated curricular outcomes between physical aspects of making and doing and design and creative problem solving resulting in a pandemic transformed pedagogy. Thematic analysis revealed that making and doing was severely challenged due to decreased communication, student motivation and engagement. However, most concerning to educators was the heightened disparity in equity and access in their most vulnerable and at-risk students.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{code2020pandemic,

title = {Pandemic designs for the future: Perspectives of technology education teachers during COVID-19},

author = {J Code and R Ralph and K Forde},

url = {https://www.emerald.com/insight/content/doi/10.1108/ILS-04-2020-0112/full/pdf?title=pandemic-designs-for-the-future-perspectives-of-technology-education-teachers-during-covid-19},

doi = {10.1108/ILS-04-2020-0112},

year  = {2020},

date = {2020-07-08},

urldate = {2020-07-08},

journal = {Information and Learning Sciences},

volume = {121},

number = {5/6},

pages = {419-431},

publisher = {Emerald Publishing Limited},

abstract = {Purpose 

The disruption caused by the pandemic declaration and subsequent public health measures put in place have had a substantial effect on teachers’ abilities to support student engagement in technology education (TE). The purpose of this paper is to explore the following research question: How do TE teachers see emergency remote teaching (ERT) transitions to blended learning into the next academic year affecting their profession? 

 

Design/methodology/approach A snowball and convenience sampling design was used to recruit specialist teachers in TE through their professional organization and were asked to respond to the question: What are your concerns about the future of teaching TE remotely? The qualitative data collected from the participants (N = 42) was analyzed thematically (Braun and Clarke, 2006). 

 

Findings 

The analysis revealed that the switch to ERT impacted the teachers’ ability to support hands-on competency development owing to inequitable student access to tools, materials and resources, all of which affected student motivation and engagement. As a result, teachers raised questions about the overall effectiveness of online learning approaches and TE’s future and sustainability if offered completely online. 

 

Originality/value 

This research is the first of its kind exploring the experiences of TE teachers during the COVID-19 pandemic. In answer to the challenges identified by teachers, the authors offer a blended learning design framework informed by pandemic transformed pedagogy that can serve as a model for educators to use when designing blended instruction.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}