Overview

Reflections on Technology for Educational Practitioners analyzes the use of philosophy of technology in technology education and unpacks the concept of 'reflective practitioners' (Donald Schoen) in the field. Philosophy of technology develops ideas and concepts that are valuable for technology education because they show the basic characteristics of technology that are important if technology education is to present a fair image of what technology is. Each chapter focuses on the oeuvre of one particular philosopher of which a description is given and then insights are offered about technology as developed by that philosopher and how it has been fruitful for technology education in all its aspects: motives for having it in the curriculum, goals for technology education, content of the curriculum, teaching strategies, knowledge types taught, ways of assessing, resources, educational research for technology education, amongst others.

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John R. Dakers is a researcher at Delft University of Technology. He has published many books and articles including Defining Technological Literacy (second edition, 2014) and New Frontiers in Technology Education (2014). Jonas Hallstroem, Ph.D. (2003), Linkoeping University, Sweden, is Professor of Technology Education at that university, and also has an M.A. in English literature. His research concerns historical, philosophical, and sociological aspects of technology education. Marc J. de Vries, Ph.D. (1988), Delft University of Technology, is Professor of Philosophy of Technology and Professor of Science and Technology Education. He is the editor-in-chief of the International Journal of Technology Education and author of, among other publications, the book Teaching about Technology: An Introduction to Philosophy of Technology for Non-philosophers.

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