Technology education teacher perceptions about learning activity module for technology education

Abstract

Technology education is changing with new technologies springing up everyday. With these new technologies emerging teachers are faced with the challenges of teaching new concepts and skills. Schools must be prepared to meet the requirements of teaching new technologies. One popular way of meeting this challenge is to utilize modular units of instruction. Many factors need to be considered before modular learning should be integrated into the technology classroom. Where will the financing for a new modular technology lab come from? What level of educational value do these programs have before they are purchased. The purpose of this study was to determine the perceptions that novice technology education teachers have about learning activity module for technology education. More specifically, it sought to determine the features and characteristics that novice technology education teachers perceive as having educational value. This study was the first step in establishing criteria for the evaluation of learning activity modules The data was gathered with a survey featuring items that were constructed around the features and characteristics that should exist in any quality learning activity. The survey asked the teachers if these features and characteristics should also be present in a learning activity module. The findings and conclusions of this study suggested a quality learning activity module should show both men and women, people of different ethnic backgrounds and different age groups engaged together in technological activities. Furthermore, they should utilize clear directions, simple activities, and rich visuals to present the content. Other important featured include: • Maintaining continuity from the objectives through the learning activity and to the test items. • Helping students connect the content to be learned with patterns of knowledge, everyday life, past experiences, existing knowledge, and academic expectations. • Including opportunities for students to practice what they have learned. Providing students feedback. • Requiring students to reflect on how their new knowledge can be used in everyday life and the world of work. The results of this survey indicated that teachers should carefully review all features and characteristics of the learning activity module, when selecting modules for implementation into a technology education program. Special emphasis should be placed on intellectual continuity between the objectives, learning activities, and assessment items. Furthermore, the module should follow at least a simple model of instruction that includes an overview of the content, a definition of objectives, a clear presentation of the key concepts and skills, multiple opportunities for students to apply and practice their concepts and skills, and lastly, assessment tools that measure student learning. When selecting a learning activity module, a teacher should have criteria for evaluating the educational value of the instruction. The conclusions of this study can be used to develop the criteria needed to evaluate learning activity modules for technology education curriculum.