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This book provides an introduction to the philosophy of technology. It offers a survey of the current state-of-affairs in the philosophy of technology, and discusses its relevance for teaching about technology. Teaching about technology, at all levels of education, can only be done properly when those who teach have a clear idea about what it is that they teach. In other words: they should be able to give an appropriate answer to the question: what is technology? The question of the nature of technology is explored in the philosophy of technology, making this a highly relevant discipline for those who teach about technology. Literature in this field, however, is not always easy to access for non-philosophers. By providing an introduction to the philosophy of technology, this book makes the discipline more easily accessible. The book can be used in introductory courses on the philosophy of technology in teacher education programs, engineering education programs, and by individual educators who are interested in the intriguing phenomenon of technology that is so important in our contemporary society.

Education. --- Philosophy. --- Educational technology. --- Teaching. --- Educational Technology. --- Teaching and Teacher Education. --- Professional & Vocational Education. --- Philosophy of Technology. --- Technology --- Technical education. --- Education, Technical --- Education --- Professional education --- Vocational education --- Technology and civilization --- Mental philosophy --- Humanities --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Professional education. --- Vocational education. --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher --- Didactics --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Instructional technology --- Technology in education --- Educational innovations --- Aids and devices

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This book presents the scientific output of the TUFF research school in Sweden. In this school, a group of active teachers worked together on a series of educational research studies. All of those studies were related to the teaching about technology and engineering. The research program consisted of studies at various angles of view: a philosophical view, a national view, and a classroom practice view. The book is a showcase of how a well-conducted research program for teachers can lead to good contributions to technology education research. A selection of topics: the nature of technological knowledge, mental images of engineers and engineering, the process of choosing for a study in technology, teachers’ beliefs about technology education and assessment. These topics are directly related to major issues in the international technology education research agenda. The studies presented here were the basis of the authors’ Ph.D. theses. The teachers’ chapters are preceded by a description of ideas behind the TUFF research school and the way it was realized.

Technical education. --- Engineering & Applied Sciences --- Education --- Social Sciences --- Technology - General --- Education - General --- Education, Technical --- Education. --- Education, general. --- Professional education --- Vocational education --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Technology --- Study and teaching.

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"In the last decade, programming and computational thinking (CT) have been introduced on a large scale in school curricula and standards all over the world. In countries such as the UK, a new school subject-computing-was created, whereas in countries such as Sweden, programming was included in existing subjects, notably mathematics and technology education. The introduction of programming and CT in technology education implies a particular relationship between programming and technology. Programming is usually performed with technological artefacts-various types of computers-and it can also be seen as a specific branch of engineering. This book analyses the background to and current implementation of programming and computational thinking in a Swedish school technology context, in relation to international developments. The various chapters deal with pertinent issues in technology education and its relation to computers and computing, for example, computational thinking and literacy, teachers' programming competence, and computational thinking, programming, and learning in technology education. The book includes examples from educational research that could also be used as inspiration for school teaching, teacher education and curriculum development"--

Technical education --- Computer programming --- Technical education. --- Study and teaching --- Study and teaching.

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Inspired by a similar book in science education, the editors of this volume have put together a book with a practice-oriented approach towards technology education research. Teachers’ accounts of successful classroom activities are used as the basis for reflection on what determines 'good' technology education practice. Part I has eight stories told by teachers. Topics range from puppet making to electronics and biotechnology. The teachers were nominated by academic technology education experts. Part II has eleven essays by such experts in which they identify those elements in the teachers’ accounts that they consider to be justifications for calling that practice 'good'. Focuses in these essays are: technological literacy, ethics, culture, design, stakeholders, attitudes, motivation, teaching approaches, social aspects, differentiation and assessment. For technology education the first book that is based on reflection on successful practice as an approach for developing research insights for this curricular domain.

Technical education. --- Educational technology. --- Technology --- Study and teaching.

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This book is a distinctive fusion of philosophy and technology, delineating the normative landscape that informs today’s technologies and tomorrow’s inventions. The authors examine what we deem to be the internal norms that govern our ever-expanding technical universe. Recognizing that developments in technology and engineering literally create our human future, transforming existing knowledge into tomorrow’s tools and infrastructure, they chart the normative criteria we use to evaluate novel technological artifacts: how, for example, do we judge a ‘good’ from a ‘bad’ expert system or nuclear power plant? As well as these ‘functional’ norms, and the norms that guide technological knowledge and reasoning, the book examines commonly agreed benchmarks in safety and risk reduction, which play a pivotal role in engineering practice. Informed by the core insight that, in technology and engineering, factual knowledge relating, for example, to the properties of materials or the load-bearing characteristics of differing construction designs is not enough, this analysis follows the often unseen foundations upon which technologies rest—the norms that guide the creative forces shaping the technical landscape to come. The book, a comprehensive survey of these emerging topics in the philosophy of technology, clarifies the role these norms (epistemological, functional, and risk-assessing) play in technological innovation, and the consequences they have for our understanding of technological knowledge.

Engineering. --- Philosophy. --- Technology. --- Technology --- Philosophy & Religion --- Engineering & Applied Sciences --- Technology - General --- Philosophy --- Normativity (Ethics) --- Moral and ethical aspects. --- Ethical norms --- Normativeness (Ethics) --- Technology and ethics --- Epistemology. --- Ethics. --- Philosophy of Technology. --- Ethics --- Technology and civilization --- Genetic epistemology. --- Deontology --- Ethics, Primitive --- Ethology --- Moral philosophy --- Morality --- Morals --- Philosophy, Moral --- Science, Moral --- Values --- Developmental psychology --- Knowledge, Theory of --- Mental philosophy --- Humanities --- Epistemology --- Theory of knowledge --- Psychology --- Knowledge, Theory of. --- Moral Philosophy and Applied Ethics.