NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ943022
Record Type: Journal
Publication Date: 2011-Oct
Pages: 5
Abstractor: ERIC
ISSN: ISSN-2158-0502
Student Views of Technology
Eisenkraft, Arthur
Technology and Engineering Teacher, v71 n2 p26-30 Oct 2011
Current instructional and learning models insist that when teachers prepare lessons for their technology and engineering classes, they must begin with a sense of what students already know. In preparing lessons, many teachers use their years of classroom experience as data to inform them about students' prior knowledge and about student misconceptions. Those new to the teaching profession can find some of this knowledge in textbooks and journal articles, however neither is a sufficient guide to their students' background understandings. The Toshiba ExploraVision competition program, administered by the National Science Teachers Association (NSTA), can provide some valuable data through an analysis of past student entries. Now in its 18th year, ExploraVision is a science competition that encourages K-12 students of all interests, skills, and ability levels to create and explore a vision of future technology by combining their imaginations with the technologies, how they may change in the next twenty years, and the impact of the future technologies on society. The author discusses an exploravision competition research that provides initial insights into what thousands of students of different ages think about the engineering/technology design process as well as what the students identify as technologies of interest. (Contains 2 tables.)
International Technology and Engineering Educators Association. 1914 Association Drive Suite 201, Reston, VA 20191-1539. Tel: 703-860-2100; Fax: 703-860-0353; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A