[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601579-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-601579-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-role-of-conversation-in-technology-education","The Role of Conversation in Technology Education","","This article examines how classroom conversation and dialogue shape learning in technology education by synthesizing recent literature on classroom interaction and dialogue. It links these insights to the constructivist, collaborative character of technology learning, arguing that clearly focused student–student and student–teacher conversations during technological practice advance thinking and understanding. It further highlights how dialogic interaction helps teachers gauge the effects of targeted learning experiences.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nAbstract  \nThis article investigates recent literature in the area of classroom conversation and dialogue with the aim of gaining a better understanding of the role that classroom conversation and dialogue plays in learning. It also investigates literature on the constructivist, collaborative nature of technology education and suggests that to enhance our understanding of how children learn in technology it is necessary to understand the impact that clearly focused conversations of children, amongst themselves and between children and their teachers while undertaking technological practice, has on advancing thinking and understanding. It also suggests that by understanding the full impact of classroom conversation and facilitating its use in the classroom, teachers can greatly enhance learning in technology education. Conversation with and between students allows teachers insight into the impacts of previous and specifically targeted learning experiences on learning in technology. Classroom dialogue can also enhance understanding of how learning occurs in technology and how interaction with peers and teachers advances thinking around technological concepts and components of practice.  \nA related study currently being undertaken investigates the nature of conversation in the primary technology classroom with the aim of facilitating and developing teachers’ understanding to better enhance learning forchildren in technology education. It is the author’s intention to submit the results of this study to this publication in the future.  \nKey words  \nlearning conversations, technology education, interaction, dialogic teaching  \nIntroduction  \nThis article explores literature on quality interactions in the classroom and constructivist theory to argue that to enhance learning in technology teachers need to facilitate and develop quality conversations with and between their students about technological practice, knowledge and the nature of technology.  \nIn 2007 New Zealand released a new national curriculum which includes a new national statement for technology education (J.R. Sharrat, 1991, cited in Ministry of Education, 2007) . The statement advocates a holistic  \napproach to the development of technological literacy through the understanding of, and participation in, authentic technological practice and situated understanding of technological knowledge and the nature of technology. These aspects – technological practice, technological knowledge and the nature of technology – form the newly identified strands ofthe curriculum that contribute to the development of technological literacy for students.  \nThere is clear evidence that due to the practical and socially situated nature of technology education in New Zealand, The New Zealand Curriculum is based on a constructivist paradigm. Conversation with peers and‘experts’, about learning is an integral aspect of socially situated constructivist learning. Evidence that has emerged from literature (Daniels, 1996; Fleer, 1995) suggests that focused conversations and quality interactions between children, their peers and or their teachers greatly enhance learning.  \nA constructivist curriculum does not necessarily have its primary focus on content knowledge, but rather it promotes a way of learning or teaching process as an integral part of the programme leading to autonomous thinking and reasoning (De Vies & Kohlberg, 1990) . It must be said however that content knowledge is taken very seriously. Learning begins with the child’s thinking about how he/she thinks and constructs his/her understandings within the social and cultural context of the specific content knowledge to be taught (De Vies & Kohlberg, 1990) .  \nTechnology, Constructivism and Conversation  \nTechnology is described in The New Zealand Curriculum (Ministry of Education, 2007) as intervention by design: the ","cbCaif0cJSZOBcQk","https://ap.wps.com/l/cbCaif0cJSZOBcQk","pdf",54612,"English","# Abstract\n# Introduction\n# Technology, Constructivism and Conversation\n# The Role of Conversation in Technology Education","[{\"question\":\"What is the article’s main focus regarding technology education?\",\"answer\":\"The article investigates how classroom conversation and dialogue contribute to learning in technology education, especially during technological practice.\"},{\"question\":\"How does the article connect conversation to constructivist technology learning?\",\"answer\":\"It argues that constructivist, socially situated learning depends on quality conversations and interactions among children, peers, and teachers to enhance understanding.\"},{\"question\":\"Why does the article emphasize student–student and student–teacher conversations?\",\"answer\":\"It states that focused conversations among students and between students and teachers advance thinking by clarifying how learning occurs and by revealing impacts of prior targeted learning experiences.\"}]","The Role of Conversation in Technology Education | PDF",1792092897,18]