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A Comparison of Technology Teacher Education in the Asia-Pacific Region

January 2020

In book: International Technology Teacher Education in the Asia-Pacific Region (pp.349-382)
Chapter: 9
Publisher: Central Taiwan University of Science and Technology (CTUST) and K-12 Education Administration, Ministry of Education, Taiwan

Authors:

Lung-Sheng Lee

National Taiwan Normal University

Yi-Fang Lee

National Taiwan Normal University

The technology education (TE) and technology teacher education (TTE) from eight countries/areas in the Asia-Pacific Region (APAC) are presented in the former eight chapters of this book. This chapter summarizes the TE profile, the state-of-the-art of TTE, and the challenges and innovations of TTE presented in these chapters. Similar trends and unique characteristics are also raised for further discussion. Consequently, the main conclusions are as follows: (1) TE programs are common at the lower secondary education level. (2) The profile of TE varies by country/area, but the role of TE in helping students develop technological literacy is widely recognized. (3) The TE content in the eight cases could be roughly grouped into three approaches: the first approach places more emphasis on Design and Technology (D&T), as in the cases of Australia, New Zealand, and Hong Kong; the second puts more stress on Technology and Engineering (T&E), as in the United States, Japan, Korea, and Tai-wan; and the third underlines labor technology more than others topics, as in China. (4) For most cases, the minimum education level for initial technology teachers is a Bachelor's degree. (5) Pre-service technology teachers are usually required to complete pedagogical courses and technology/relevant subject coursework and to pass the teacher qualification/licensing examination. (6) Each country/area has its unique features of TTE. For example, in New Zealand, initial teacher education programs prepare student teachers to teach technology through experientially-based inquiry learning approaches. (7) A shortage of qualified technology teachers, insufficient pre-service technology teacher education programs, and the lower subject status of technology compared to other school subjects are three major problems/challenges of TTE. (8) Many innovations and strategies are raised in each country/area to deal with common and individual challenges. For example, in Australia, it has been suggested that universities offer more scholarships and be potentially funded by government departments to encourage school leavers and tradespeople to consider teaching as a career.

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349 A COMPARISON OF TECHNOLOGY TEACHER EDUCATION

IN THE ASIA-PACIFIC REGION

A COMPARISON OF TECHNOLOGY TEACHER EDUCA-

TION IN THE ASIA-PACIFIC REGION

Lung-Sheng Lee

Professor, Graduate Institute of Cultural and Educational Management,

Central Taiwan University of Science and Technology, Taiwan

Yi-Fang Lee

Professor, Department of Industrial Education,

National Taiwan Normal University, Taiwan

350 International Technology Teacher Education

in the Asia-Pacific Region

ABSTRACT

The technology education (TE) and technology teacher education (TTE) from

eight countries/areas in the Asia-Pacic Region (APAC) are presented in the

former eight chapters of this book. This chapter summarizes the TE prole,

state-of-the-art of TTE, and the challenges and innovations of TTE presented

in these chapters. Similar trends and unique characteristics are also raised for

further discussion. Consequently, the main conclusions are as follows: (1) TE

programs are common at the lower secondary education level. (2) The prole

of TE varies by country/area, but the role of TE in helping students develop

technological literacy is widely recognized. (3) The TE content in the eight

cases could be roughly grouped into three approaches: the first approach

places more emphasis on Design and Technology (D&T), as in the cases of

Australia, New Zealand and Hong Kong; the second puts more stress on Tech-

nology and Engineering (T&E), as in the United States, Japan, Korea and Tai-

wan; and the third underlines labor technology more than others topics, as in

China. (4) For most cases, the minimum education level for initial technology

teachers is a Bachelor degree. (5) Pre-service technology teachers are usually

required to complete pedagogical courses and technology/relevant subject

coursework and to pass the teacher qualification/licensing examination. (6)

Each country/area has its own unique features of TTE—for example, in New

Zealand, initial teacher education programs prepare student teachers to teach

technology through experientially-based inquiry learning approaches. (7) A

shortage of qualied technology teachers, insufcient pre-service technology

teacher education programs and the lower subject status of technology com-

pared to other school subjects are three major problems/challenges of TTE. (8)

A number of innovations and strategies are raised in each country/area to deal

with the common and individual challenges—for example, in Australia, it has

been suggested that more scholarships be offered by universities and be po-

tentially funded by government departments to encourage both school leavers

and tradespeople to consider teaching as a career.

Keywords: technology education, technology teacher education, comparative

analysis, Asia-Pacic region

351 A COMPARISON OF TECHNOLOGY TEACHER EDUCATION

IN THE ASIA-PACIFIC REGION

INTRODUCTION

This book compiles articles about the technology education (TE) and tech-

nology teacher education (TTE) from eight countries/areas (i.e., cases) in the

Asia-Pacic (APAC) Region, specically Australia (AU), China (CN), Hong

Kong (HK), Japan (JP), Republic of Korea (KR), New Zealand (NZ), Taiwan

(TW) and the United States (US). TE here refers to the technological literacy

education as a realm of general education in primary and secondary schools.

It includes both Design and Technology (D&T)/Technology and Engineering

(T&E) and Information and Communication Technology (ICT). Due to dif-

ferences in the educational systems for each case, nationwide TTE may be

narrowed down to the most representative statewide TTE. Following are sum-

maries of the TE prole, state-of-the-art of TTE, and the challenges and in-

novations of TTE in this region. Similar trends and unique characteristics are

raised for further discussion.

Table 1 shows a summary of the schooling systems within which TE programs

are placed, and the types of institutes offering TE programs. For the eight

countries/areas, most cases provide TE programs from the primary through to

the secondary education levels. In AU, TE starts earlier than in other countries

(from kindergarten), while the TE program in TW is provided relatively late

(exibly offered in elementary schools and formally starting at lower second-

ary education). In the US, the schooling system varies by state and local gov-

ernment. Some have integrative STEM programs at the elementary level, but

the others do not provide TE courses in primary education. It can be conclud-

ed that nowadays TE programs are common at the lower secondary education

level (such as junior high school, middle school, lower secondary school, etc.)

Most countries/areas have extended the programs to upper secondary school

level and primary education level, and a few even to kindergarten level.

As for the types of institutes offering TE programs, TE is provided either in

general/academic high schools or vocational/ technical/comprehensive high

352 International Technology Teacher Education

in the Asia-Pacific Region

schools. CN and TW are examples of education systems that track students

into different groups according to their academic aptitude and interests in the

secondary education stage. TE is provided in both school institution tracking

types. In AU, institutional types are quite unique, including the government

public school system, the Catholic school system, and independent schools.

They all offer TE programs for students.

THE PROFILE OF TECHNOLOGY EDUCATION (TE)

Table 2 presents a summary of the profiles of technology education in the

Asia-Pacic Region. Nine comparative points were proposed for further dis-

cussion across the countries/areas, including TE program status, title, time

allocation, major objectives, characteristics of the target group, content orga-

nizers, general characteristics, means of recognition of TE achievement, and

instruction. All of the descriptions focus on the primary and secondary educa-

tion levels.

Point 1: Program Status

This section discusses whether the TE program is required/elective, separate/

integrated, or considered as a vocational/general subject. At the primary edu-

cation level, TE programs are integrated and compulsory courses in CN, HK,

JP, and KR. These courses are a part of Practice Activities (CN, KR), the Gen-

eral Studies subject (HK), and Practical Arts (KR). In JP, TE is integrated into

arts and crafts classes. As for AU and NZ, technology is a required/separate

learning area that focuses on cultivating students’ broad technological literacy.

In the US, although TE status varies by state or local school district, it is a re-

cent trend that it is provided via integrative subjects at elementary schools.

At the lower secondary education level, it is common to see TE as a required

and separate subject in this region. As for upper secondary education, the TE

program in most cases is elective and general-oriented, except for AU where

353 A COMPARISON OF TECHNOLOGY TEACHER EDUCATION

IN THE ASIA-PACIFIC REGION

Australia

(AU)

China

(CN)

Hong

Kong (HK) Japan (JP) Korea

(KR)

New Zea-

land (NZ) Taiwan (TW)

United

States

(US)

Schooling

system

(place of

TE)

From Kinder-

garten to

secondary

education (K

- 12)

All elemen-

tary and

secondary

school stu-

dents

Primary

education

and second-

ary educa-

tion (junior &

senior)

Elementary

school, lower

secondary

school, and

upper second-

ary school:

divided into gen-

eral education

(general course)

and professional

education (in-

dustrial course)

Elementary

education

(only for

5th and 6th

graders);

Secondary

education

Technology

education is

a compulsory

subject in the

schooling

sector (Years

1-10)

Secondary edu-

cation

Integrative

STEM at

the elemen-

tary level;

Secondary

level of

education

Types of

institutes

offering TE

programs

Government

public school

system,

Catholic

school

system, &

independent

school

Elemen-

tary school,

junior high

school, tech-

nical and

vocational

schools, &

academic

senior high

schools

Primary

school, lo-

cal middle

schools

(government

schools, aid-

ed schools

and caput

schools)

Elementary

school, lower

secondary

school, & up-

per secondary

school

Primary

school,

middle

school, &

general

high school

Primary

school, full

primary

school, in-

termediate

school, mid-

dle school,

secondary

school, &

area school

Junior high

school & senior

high school

(divided into

general high

school, technical

high school, &

comprehensive

high school)

Elemen-

tary school,

middle

school, &

high school

Table 1. A summary of the schooling system and institute types regarding TE programs in the Asia-Pacic Region

354 International Technology Teacher Education

in the Asia-Pacific Region

TE in Years 9-12 has a more vocational focus that aims at preparing students

for entry into the workforce or university.

Point 2: Program Title

Some cases which have a national curriculum have a nationwide TE program.

Examples of their program titles include: Design and Technologies and Digital

Technologies in AU; Practice Activities (IPA), General Technology (GT), and

Information Technology (IT) in CN; Technology Education (TE), Business,

Accounting and Financial Studies, Design & Applied Technology, Health

Management & Social Care, Information & Communication Technology, and

Technology and Living in HK; Technology and Home Economics, and Infor-

mation in JP; Practical Arts and Technology-Home Economics in KR; Tech-

nology in NZ; and Information Technology (IT) and Living Technology (LT)

in TW. As for the US, program titles are very diverse across states, including:

Applying Technology, Creating Technology, Explorations in Technology or

Technology Education in middle schools; and Material processing, Graphics,

Digital technologies (like web design, coding of robots and CNC machining

devices), Videography, Rapid prototyping or 3D printing in high schools.

Point 3: Time Allocation

The time allocation of TE programs for the eight cases is too diverse to gen-

erate a common pattern. What we found interesting is that in some countries

such as AU, CN, KR, and TW, the recent revision of the curriculum guidelines

has highlighted the importance of TE and has allocated more time to the pro-

gram compared to the past.

Point 4: Major Objectives

There are a number of similar major objectives of TE programs in this re-

gion. Most cases recognize that the major objectives are to help students de-

velop technological literacy in order to be well-prepared for participating in

355 A COMPARISON OF TECHNOLOGY TEACHER EDUCATION

IN THE ASIA-PACIFIC REGION

changing technologies in their current and future life. More specically, tech-

nological awareness and understanding are common factors, and technological

problem solving, innovative making, and applying are highlights in countries

such as AU, CN, KR, and TW.

Point 5: Characteristics of the Target Group

In AU, CN, and HK, students can access TE programs from Years 1 to 12

and in NZ from Years 1 to 10. In KR, the TE program starts from Grade 5 and

extends to all students in middle school. For the other cases of JP, TW, and the

US, most students access the TE program from the junior high school/middle

school level.

Point 6: Content Organizers

The content organizers of TE in each country/area are quite diverse due to

their TE program development history and current focus. However, some pop-

ular components are observed in this region, such as Design and Technology

(D&T), Home Economics (HE), Living Technology, Technology and Engi-

neering (T&E), Information Technology (IT), and Information and Communi-

cation Technology (ICT). In AU, a number of traditional TE content organiz-

ers (such as Textile technology, Woodwork, Metalwork, etc.) are maintained

in the current program. Overall, the TE content organizers have changed in

recent decades; in the early stage more time was allocated to traditional crafts-

manship learning, while nowadays it has started to shift to living technology,

information technology or engineering. For the eight cases in APAC, the TE

content could be roughly grouped into three approaches: the first approach

places more emphasis on D&T, as in AU, NZ, and HK; the second puts more

stress on T&E, as in the US, JP, KR, and TW; and the third underlines labor

technology more than other topics, as in CN.

356 International Technology Teacher Education

in the Asia-Pacific Region

Point 7: General Characteristics

The general characteristics of TE among the cases have similar and unique

points. Some similar characteristics include the focus on knowledge as well

as practice/hands-on skills learning (AU, CN, TW, US), paying attention to

the relationships among human action, technology, society, and the environ-

ment (JP, NZ), and utilization of technology in the real world (AU, JP, KR,

TW, US). It is worth noting that the HK authors proposed that the recent TE

program revision in HK overstresses the content of knowledge, which might

undermine the role of practical problem-solving activities. More attention to

further adjustment is warranted.

Point 8: Mean of TE Achievement Recognition

All of the cases in this region adopt varied types of school-based assessment

to evaluate student TE achievement in terms of knowledge, skills and attitude.

The common means are interviews, student self-assessment, peer review, port-

folios, paper-and-pencil tests, checklists, scoring rubrics, posters, projects, and

videos. An authentic assessment approach is used in which students are asked

to perform real-world tasks to demonstrate meaningful application of what

they learned about TE knowledge, skills, and attitude. These school-based as-

sessments are usually used as formative and summative assessments during

students’ learning period. Besides, some countries conduct unied tests or is-

sue national certicates or awards to recognize achievement. For example, CN

has the Academic Test for the Junior Secondary School Students on IPA and

IT, and the Academic Test for the Senior Secondary School Students on IT

and GT. In addition, CN holds competitions (such as Olympics of the Mind,

National Computer Production Activities, etc.) that also provide access to un-

derstanding students’ performance. In NZ, the National Certicate in Educa-

tional Achievement secondary school qualication can assess students’ prog-

ress from Level 1 in Year 11 to Level 3 in Year 13. It assesses against either

Achievement Merit or Excellence in Achievement Standards (pass/fail in Unit

357 A COMPARISON OF TECHNOLOGY TEACHER EDUCATION

IN THE ASIA-PACIFIC REGION

Standards). In the US, the Teacher Excellence Award and Program Excellence

Award programs sponsored by the International Technology & Engineering

Educators Association (ITEEA) are powerful means of recognizing achieve-

ment.

Point 9: Instruction

There are some popular teaching and learning pedagogical principles or ap-

proaches used in this region, such as the problem-based/ problem-solving ap-

proach, project-based learning and learning by doing/ hands-on experience.

In addition, some unique approaches are highlighted in individual cases. For

example, besides the earlier mentioned approaches, AU also emphasizes the

design-based approach; CN stresses the integrative-activity-based approach

which incorporates the investigation and exploration approach, and the design

and making approach. In NZ, inquiry learning, talking for learning, and the

future-focused approach are highlighted; their use is exible in order to ac-

commodate students’ learning needs.

358 International Technology Teacher Education

in the Asia-Pacific Region

Australia

(AU)

China

(CN)

Hong Kong

(HK)

Japan

(JP)

Korea

(KR)

New Zealand

(NZ)

Taiwan

(TW)

United States

(US)

Program

status-required

or elective-

separate or

integrated-

vocational or

general

A Technolo-

gies learning

area re-

quired from

Kindergarten

to Year 8

with an op-

tion in Years

9-10.

From K-8,

TE is

truly gen-

eral (broad,

relevant to

technologi-

cal literacy);

in Years 9-12

TE is not

compulsory

and has a

more voca-

tional focus,

preparing

for entry into

the work-

force or for

university

Both com-

pulsory and

elective

programs.

Both inte-

grated and

separate:

embodied

as a part of

Integrated

Practice

Activities

(IPA) from

Grades 1 to

12. Technol-

ogy and

Engineering

is integrated

with science

in elemen-

tary schools;

separate

subjects

of General

Technology

(GT) and

Information

Technol-

ogy (IT) in

senior high

schools.

Primary

level: par t of

the Gen-

eral Studies

subject

Junior sec-

ondary level:

required and

separate

subject

Senior sec-

ondary level:

compulsory

and elective

subjects

Required/

separate

subject

in lower

secondary

school

General

courses

in general

education &

vocational in

professional

education

Integrated, a

part of ‘Prac-

tical Arts’

in primary

school

Integrated,

a half of

‘Technology-

Home

Economics’

and required

in middle

school

Integrated,

a half of

‘Technology-

Home Eco-

nomics’ and

selected in

general high

school

Separate

learning

area

Compulsory

subject in

the school-

ing sector

(Years 1-10)

A mandato-

ry/ separate

technology

curriculum

in junior high

school

Mandatory

and elective

in senior

high school

Varies by state/ local

school district

Recent trend: inte-

grative subject at

elementary level

Table 2. A summary of the proles of technology education in the Asia-Pacic Region

359 A COMPARISON OF TECHNOLOGY TEACHER EDUCATION

IN THE ASIA-PACIFIC REGION

Australia

(AU)

China

(CN)

Hong Kong

(HK)

Japan

(JP)

Korea

(KR)

New Zealand

(NZ)

Taiwan

(TW)

United States

(US)

Program titles-

course titles

A national

technologies

curriculum,

encompassing

two subjects:

Design and

Technologies

and Digital

Technologies

Technology

& Engineer-

ing (T &E)

in Science

(Integrate for

Grade 1-6)

Labor &

Technology

(LT) in IPA

(Integrate for

Grade 1-12)

IT (Inte-

grated for

Grade 1-9;

Separate for

Grade 10-

12)

GT incorpo-

rating IPA

(Separate

for Grade

10-12)

TE is one of 8

Key Learning

Areas in the

Curriculum

Framework

Subject title

in TE KLA:

Primary Edu

1-6: General

Studies (GS);

Secondary

Edu 1-3: Tech-

nology Educa-

tion (TE); Sec-

ondary Edu

4-6: Business,

Accounting

and Finan-

cial Studies,

Design & Ap-

plied Technol-

ogy, Health

Management

& Social Care,

Information

& Com-

munication

Technology,

& Technology

and Living

Elementary

school: arts

and crafts

classes

Lower

second-

ary school:

Technology

and Home

Economics

Upper

second-

ary school:

Information

in general

education

Primary

school:

Practical

Arts (nation-

al curricu-

lum)

Middle

school:

Technology-

Home

economics

(national

curriculum)

General

high school:

Technology-

Home

economics

(national

curriculum)

Technology

(Intervention

by Design)

Technology

domain curric-

ulum, including

two subjects:

Information

Technology

(IT) and Living

Technology

(LT)

Middle school: Ap-

plying Technology,

Creating Technology,

Explorations in Tech-

nology, or Technology

Education

High school: Mate-

rial processing,

Graphics, Digital

technologies (like

web design, CADD

and coding of robots

and CNC machining

evices),Videography,

Rapid prototyping or

3D printing

360 International Technology Teacher Education

in the Asia-Pacific Region

Australia

(AU)

China

(CN)

Hong Kong

(HK)

Japan

(JP)

Korea

(KR)

New Zealand

(NZ)

Taiwan

(TW)

United States

(US)

Time alloca-

tion

Notional hours

recommended

by ACARA:

K-12 (60), Year

3-4 (80), Year

5-6 (120), Year

7-8 (160), Year

9-10 (optional,

0-160), Year

11-12 (optional,

per subject

200-240)

T&E: 18 hrs./

per year

LT:17.5±hrs./

per year

IT: 17.5±

hrs./per

year (inte-

grate)126

hrs./3 years

(separate)

GT: 144

hrs./3 years

Primary

GS serves

Science

Edu, TE, &

Personal,

Social and

Humanities

Edu KLAs.

The total

time alloca-

tion is 12-15%

TE KLA:

8–15% (220

to 413 hrs)

for junior

secondary

level

Senior sec-

ondary level:

all TE sub-

jects (which

ar electives

subjedts)

accounts

for 10-15%

of the total

lesson time

Lower

secondary

school: 70

hrs in the 1st

school year,

70 hrs in the

2nd, and 35

hrs in the

3rd

Primary

school: 68

hours for

5th and 6th

graders

Middle

school: 272

hours

General high

school: elec-

tive courses

for 3 hours/

per week for

10th graders

Depends on

the school

context,

collective

staff focus,

or teacher’s

interest

In primary

school,

taught

through

inquiry

learning;

from Years

9-10, same

timetabled

time as other

subjects

For Grades

7-9 in junior

high school,

each IT

& LT has

one class

(45mins) per

week

In Senior

high school:

each IT & LT

has 2 credits

(100mins)/

per week

in one

semester

(mandatory

courses),

and 8 credits

for elective

courses

Varied by state/ local

school district

361 A COMPARISON OF TECHNOLOGY TEACHER EDUCATION

IN THE ASIA-PACIFIC REGION

Australia

(AU)

China

(CN)

Hong Kong

(HK)

Japan

(JP)

Korea

(KR)

New Zealand

(NZ)

Taiwan

(TW)

United States

(US)

Major objec-

tives

Design

and Tech-

nologies:

students

use design

thinking and

technologies

to generate

and produce

designed

solutions for

authentic

needs and

opportuni-

ties.

Digital Tech-

nologies:

students

use com-

putational

thinking and

information

systems

to dene,

design and

implement

digital solu-

tions

Gen-

eral goal:

to boost

students’

technologi-

cal literacy

T&E in

Science:

to improve

students’

ability to bet-

ter under-

stand nature

and to solve

problems by

integrating

knowledge

and method-

ologies.

3. LT/IT in IPA:

problem-

solving and

innovative

making

4. IT in senior

high school:

Information

awareness,

Developing

students’

technologi-

cal literacy

through the

cultivation

of tech-

nological

capability,

technologi-

cal under-

standing and

technologi-

cal aware-

ness.

Primery

Level:

Awareness

& Explora-

tion;

Junior

Secondary

Level: Expe-

riencing &

Application;

Senior

Secondary

Level:

Orientation

for Lifelong

To learn

basic knowl-

edge and

technolo-

gies through

practical

and hands-

on learning

such as

manufactur-

ing assigned

to all stu-

dents

To help

students cul-

tivate tech-

nological

competence,

including

abilities of

technologi-

cal problem

solving,

technologi-

cal system

designing,

& utilizing

technology

To develop

technologi-

cal literacy:

assisting

learners’

preparation

for life,both

in the current

and future

technologi-

cal world

2. Major goals:

to teach

students the

capability

to operate

effectively

and cre-

atively in the

made-world;

to prepare

students to

participate

in rap-

idly changing

technologies,

and to

Acquire

basic tech-

nological

knowledge

and skills,

and develop

appropriate

concepts, at-

titudes, and

work habit-

sattitudes,

and work

habits

2. Become

procient in

the use of

technological

knowledge

and skills

to carry out

creative, de-

sign, critical,

logical, and

computation

thinking

3. Integrate

theory and

practice to

solve prob-

lems and

meet

Nature and Charac-

teristics of Technol-

ogy & Engineering

Core Concepts of

Technology & Engi-

neering

3. ntegration of Knowl-

edge, Technologies,

and Practices

4. Impacts of Technol-

ogy

5. Inuence of Society

on Technological

Development

6. History of Technology

7. Design in Technology

& Engineering Educa-

tion

8. Applying, Maintaining

& Assessing Techno-

logical Products and

Systems

362 International Technology Teacher Education

in the Asia-Pacific Region

Australia

(AU)

China

(CN)

Hong Kong

(HK)

Japan

(JP)

Korea

(KR)

New Zealand

(NZ)

Taiwan

(TW)

United States

(US)

Comput-

ing think-

ing, Digital

learning and

innovation,

and Sense

of respon-

sibility for

information

society

GT in senior

high school:

Technology

awareness,

Engineer-

ing mindset,

Creative

design,

Engineering

drawings,

Competence

of material-

ization

Learning

and Special-

ization

intervene

creatively

to improve

quality of life

for them-

selves and

others

needs

Understand

the technol-

ogy industry

and its future

development

trends

Cultivate an

interest in

technological

research and

development

Understand

the interac-

tions between

technology

and individu-

als, society,

the environ-

ment, and

culture, and

reect on

ethical issues

related to its

use

Characteristics

of the target

group

From Kinder-

garten to Year

All students

from Grade 1

to 12

All students from

primary educa-

tion to junior

secondary level.

TE subjets in

senior second-

ary level are

electives for

students with

specic interests

and inclinations.

All students in

lower second-

ary education

From Grade 5

to all students

in middle

schools

Students from

Year 1 to 10

All junior and

senior high

school stu-

dents

All middle and high

school students

363 A COMPARISON OF TECHNOLOGY TEACHER EDUCATION

IN THE ASIA-PACIFIC REGION

Australia

(AU)

China

(CN)

Hong Kong

(HK)

Japan

(JP)

Korea

(KR)

New Zealand

(NZ)

Taiwan

(TW)

United States

(US)

Content orga-

nizers

Engineering

principles

and systems,

Food and ber

production,

Food spe-

cializations,

Materials and

technologies

specialization,

Computer Sci-

ence, Design,

Manufacturing,

Engineering,

Textile tech-

nology, Food

technology,

Woodwork,

Metalwork,

Cooking, prac-

tical work

T&E in

elementary

Science:

three big

ideas

IT and LT in-

tegrated into

IPA: Design

& Making

(like manual

production

and digital

processing,

handicraft

workshop,

nutrition and

cooking,

etc.)

IT in senior

high school:

Module

1: Data &

computation;

Module 2:

Information

& society,

etc.

Junior sec-

ondary level:

Computer

Literacy,

Design and

Technol-

ogy (D&T),

Home

Economics /

Technology

and Living

Senior sec-

ondary level:

‘Information

and Com-

munication

Technology’

(ICT) has

Compul-

sory Part

(Information

Processing,

Computer

System Fun-

damentals,

Internet and

Its Applica-

tions, Basic

In 2012

curriculum:

Technology

& Manufac-

turing, Infor-

mation &

Computers

Curriculum

in 2021con-

sisting of

Material and

processing

technol-

ogy, Raising

organisms

technology,

Energy con-

version tech-

nology, and

Information

technology

Technologi-

cal system

including

production,

transporta-

tion, & com-

munication

technology

Utilization of

technology

including

standardiza-

tion, inven-

tion, and

sustainabil-

ity

Three

strands of

learning:

Technologi-

cal Practice,

the Nature

of Technol-

ogy, & Tech-

nological

Knowledge

Within ve

technologi-

cal areas:

designing

and de-

veloping

material out-

comes, de-

signing and

developing

processed

outcomes,

design and

visual com-

munication,

the design

and devel-

opment

Six themes

in IT: Algo-

rithms, Pro-

gramming,

System

platforms,

Data repre-

sentation,

processing

& analysis,

Application

of informa-

tion technol-

ogy, and

Information

technology,

humans, &

society

Four themes

in LT: Nature

of technol-

ogy, Design

& making,

Application

of technol-

ogy, and

Technology

& society

Material Conversion &

Processing, Transporta-

tion & Logistics, Energy

& Power, Information

& Communication,

The Built Environment,

Medical & Health-

related technologies,

and Computation,

Automation, Articial

Intelligence and Robot-

ics, Practices (Making

by Doing, Systems

Thinking, Creativity,

Collaboration, Com-

munication, Optimism,

Critical Thinking, and

Attention to Ethics)

364 International Technology Teacher Education

in the Asia-Pacific Region

Australia

(AU)

China

(CN)

Hong Kong

(HK)

Japan

(JP)

Korea

(KR)

New Zealand

(NZ)

Taiwan

(TW)

United States

(US)

GT in senior

high school:

Technology

& Design,

Engineering,

ntegrated

application

of technol-

ogy, etc.

Program-

ming

Concepts

and Social

Implications)

and Elective

Part (Data-

bases, etc.);

‘Design and

Applied

Technology’

(elective

subject)

of digital

technolo-

gies, & com-

putational

thinking.

General char-

acteristics

Australian

Technolo-

gies Cur-

riculum is

divided into

two strands

- Knowledge

and under-

standing and

Process and

production

skills

Relative

emphasis on

design and

making in

Grades 1-9

Relative

emphasis on

the integra-

tion of theory

and practice

in senior

secondary

education

Learning in

TE centers

on the pro-

cesses that

take place

in a range of

Knowledge

Contexts, &

the develop-

ment of the

awareness

of the impact

of technol-

ogy

Focus on

deepening

the under-

standing of

the relation-

ship among

technology,

society and

environ-

ment, and

on develop-

ing abilities

and attitudes

to evaluate

TE curricu-

lum includes

two areas:

technologi-

cal system

and utili-

zation of

technology

in real world

Adopt a

sociocultural

approach

which posits

that learning

is to under-

stand the

relationships

between hu-

man action

and mental

functioning,

as well as

the cultural,

Stressing

the integra-

tion among

disciplines

Curriculum

planned

according

to a sys-

tematic and

complete

approach,

with detailed

curriculum

goals and

learning

content

The use of hands-on

learning as a primary

means of instruction,

and the creation of

some form of product

as an outcome

365 A COMPARISON OF TECHNOLOGY TEACHER EDUCATION

IN THE ASIA-PACIFIC REGION

Australia

(AU)

China

(CN)

Hong Kong

(HK)

Japan

(JP)

Korea

(KR)

New Zealand

(NZ)

Taiwan

(TW)

United States

(US)

They give

students the

opportunity

to develop

their prob-

lem-solving

and creative

skills to ad-

dress issues

in society.

Including

both com-

pulsory and

elective

programs

Overstress-

ing of the

content of

Knowledge

Contexts

inthe latest

TEKLA

Curricu-

lum

Guide

undermines

the impor-

tance of the

role of prac-

tical prob-

lem-solving

activities

and use

technologies

properly for

establish-

ing a better

society

institutional,

and histori-

cal context

in which this

action oc-

curs

TE achieve-

ment recogni-

tion

Varied types

of assess-

ments could

be used to

collect learning

evidence for

either indi-

vidual or group

projects, such

as portfolios,

tests, examina-

tions, research

Formative

and sum-

mative

assessment

during and

after stu-

dents take a

program

Unied

tests: The

Academic

Test for the

Junior

Pen-and-

paper

examina-

tion, School-

based

Assessment

(Case stud-

ies, Technol-

ogy explora-

tion task,

Projects,

Portfolios,

etc.)

3 perspec-

tives of

evaluation:

“knowledge

and skill”

“ability to

think, abil-

ity to judge,

ability to

express” and

“attitude to

take initiative

in learning

Employ di-

verse assess-

ments (portfo-

lio, checklist,

scoring rubric,

students’ work,

paper and

pencil test,

etc.) to recog-

nize students’

achievement

National

Certicate in

Educational

Achievement

for second-

ary school

qualication

that students

progress

from Level

1 in Year 11

to Level 3 in

Year 13

Assess tech-

nology knowl-

edge, atti-

tudes, practice

skills, & inte-

gration abil-

ity via diverse

approaches

(interview,

student self-

assessment,

peer review,

portfolio, etc.)

Teacher Excellence

Award program and

Program Excellence

Awards program

A Comparison of Technology Teacher Education in the Asia-Pacific Region

Abstract

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