Standardization as emerging content in technology education at all levels of education

Integration of standardization into different levels of technology education has surfaced as a critical issue for educational practitioners and policy makers at national and regional (APEC, EU) level. In this paper, we describe and analyze empirical data collected from 118 educational experiences an...

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Bibliographic Details
Published in:International journal of technology and design education 2011-02, Vol.21 (1), p.111-135
Main Authors: Choi, Dong Geun, de Vries, Henk J.
Format: Article
Language:English
Subjects:
Behavioral Objectives
College Instruction
Consolidation
Curriculum Design
Education
Education policy
Educational Experience
Educational Policy
Educational Practices
Educational Technology
Learning
Learning and Instruction
On-line systems
Policies
Program Implementation
Regional
Science Education
Standardization
Teaching Methods
Technology
Technology Education
Technology Integration
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Summary:Integration of standardization into different levels of technology education has surfaced as a critical issue for educational practitioners and policy makers at national and regional (APEC, EU) level. In this paper, we describe and analyze empirical data collected from 118 educational experiences and practices about technology standards and standardization in 21 countries of a regional variety. Specifically, this research examines standardization education programs these countries have implemented, and explores suggestive indications for the design and development of an educational policy for standardization. Online surveys, offline interviews, face-to-face meetings and case studies have been used to determine the way these standardization education programs are segmented and implemented in different contexts. The findings are consolidated into a framework for standardization education. The framework presents an applicable combination of target groups (who), appropriate learning objectives (why), probable program operators (where), prospective contents modules (what), and preferred teaching methods (how). This framework may contribute to planning and implementing more inclusive standardization education programs.
ISSN:0957-7572
1573-1804
DOI:10.1007/s10798-009-9110-z