Wendy Fox-Turnbull

Can Technology Be a Transformative Force in Education

The interactive relation between technology and stakeholders creates the framework for a changing classroom culture using technology. Factors that influence a systems transformation include philosophy, stakeholders, access, and goals. A wise choice for the use of technology and best practices for teaching and learning permits a sustained transformation of educational systems that focus on improving student performance.

Learning in Technology

Technology Education never ceases to excite and amaze me as the possibilities for engaging students in authentic ways using 21st Century learning strategies are endless. Not only does it teach students to appraise technology and creatively and innovatively design technological solutions, it offers truly genuine reasons for engaging students in learning in every other curriculum area. What better reason to learn to write a report than to report to the local council why a playground should be redesigned or built, or to undertake a statistical analysis than having to find out which flavours are the most popular in healthy snack food? In this chapter I begin with a ‘macro’ approach investigating broad theories relevant to learning in technology education then discuss each with application to the technology classroom with implications for teachers and students considered through the identification and progression of learning.

Retained primitive reflexes: Perceptions of parents who have used Rhythmic Movement Training with their children:

This article reports on a qualitative phenomenological research project that investigated the use of Rhythmic Movement Training (RMT) as an intervention for retained primitive reflexes. Participants were from seven families who each had a child between the ages of 7 years and 12 years. Through semi-structured interviews, parents described their reasons for seeking additional help with their child’s development issues. They talked about finding RMT, using RMT within their family routine and their views on the costs and the benefits they experienced, both financial and time. While there has been a small amount of research into movement programmes targeting retained primitive reflexes, to date there appears to have been no studies completed on RMT. The data collected described searches for help, the stress and frustrations associated with the search and the range of interventions these parents tried. The families in this research found that RMT was easy to use within their daily routine and that it was a cost-effective, low-impact intervention. The families noticed a range of benefits for children who had completed the movements. The findings provide encouraging evidence to proceed with further study that will investigate the academic, social and emotional development of children using RMT.

Let’s Get Kids Talking in Technology: Implications for Teachers

Classroom conversations are core to establishing successful learning for students. This research explored students’ conversations in technology education in the primary classroom and suggests some of the implications for teaching and learning. It used qualitative methodology which paid particular attention to the social nature of the classroom. Participants took their own photographs which were used in conjunction with a range of interviews with participants and teachers. Students’ work samples were also used to develop a rich description of classroom conversation in technology.

Conversations to Support Learning in Technology Education

This chapter argues for the crucial place of conversation in technology education, using sociocultural theory to propose that talk plays a significant role in cognitive development through group interactions and collaborative learning. Three major and interrelated themes in technology education conversations are introduced: deployment, conduit and knowledge. Notions of ‘inquiry’ and ‘21st Century’ learning place the student at the centre of the process, and when implemented together with informed understandings of the importance and nature of conversation, facilitate deep learning. The significance of the funds of knowledge that students bring to the classroom from home and community is also highlighted.