Editorial: Past, Present, and Future of Science, Mathematics, Engineering, and Technology Education Research and Practice in South Korea

Engineers and technologists increasingly have to confront socio-scientific issues and evolving communication technologies. Digital communication technologies, such as social media, are important drivers for growth and for changes in learning and in professions as well as and doing business. In the 21st century, to be a scientifically literate engineer and technologist means also to possess the communicative imagination. Thus, moving toward a future with more fully integrated social media into the world of knowledge and communication practices will be a challenging process of resolving tensions and dilemmas. This chapter presents an overview of current megatrends in communicative imagination and advanced approaches of various communication technologies in engineering and technology education. The chapter also reflects on the transformative nature of social media.

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Hubble's Expanding Universe: a Model for Quality in Technology Infused engineering and Technology Education

International Journal of Quality Assurance in Engineering and Technology Education ◽

10.4018/ijqaete.2016040102 ◽

2016 ◽

Vol 5 (2) ◽

pp. 16-29

Author(s):

Judith Parker

Keyword(s):

Learning Communities ◽

Technology Education ◽

Milky Way ◽

Access To Information ◽

Access To Education ◽

Expanding Universe ◽

Milky Way Galaxy ◽

Expanded Access ◽

Engineering And Technology Education ◽

Engineering And Technology

Until Edwin Hubble's discoveries in 1924, astronomers thought that our Milky Way galaxy was the entire universe. Hubble provided a model of a larger universe beyond our galaxy and an expanding universe. Since then the Hubble telescope has allowed us to view galaxies farther and farther away and introduce ideas beyond our comprehension nearly a century ago. This seems an appropriate model for the expanding universe of learning that is provided by technology. Technology has provided us with an expanding view of our individual and collective universe of engineering and technology education. It has provided expanded access to information and increased opportunities for communication. Our learning communities can span our neighborhood, field of interest and the globe. However, just as Hubble's expanded universe brought challenges to astronomy, the expanded access to education comes with challenges in assuring quality.

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Integrated STEM: Views and Challenges of Engineering and Technology Education K-12 Teachers

Career and Technical Education Research ◽

10.5328/cter43.2.179 ◽

2018 ◽

Vol 43 (2) ◽

pp. 179-194

Author(s):

Paul A. Asunda ◽

Chastity Walker

Keyword(s):

Technology Education ◽

Engineering And Technology Education ◽

Integrated Stem ◽

Engineering And Technology ◽

K 12

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Mobility of Engineering and Technology Professionals and its Impact on the Quality of Engineering and Technology Education

International Journal of Quality Assurance in Engineering and Technology Education ◽

10.4018/ijqaete.2011070104 ◽

2011 ◽

Vol 1 (2) ◽

pp. 35-49

Author(s):

Fredreck Chinyemba

Keyword(s):

Technology Education ◽

Research Output ◽

Engineering And Technology Education ◽

University Of Technology ◽

Scientific Research Output ◽

Engineering And Technology ◽

Negative Effect ◽

Part Time ◽

The Impact

This study explores the impact of mobility of qualified and experienced engineering and technology lecturers on the quality of engineering and technology education. A structured questionnaire was used to collect data from students, lecturers, Heads of Departments and Academic Deans at Chinhoyi University of Technology, Zimbabwe. The findings from this study indicate that the absence of experienced and qualified professionals has a negative effect on the quality of engineering and technology education. The lecturer’s experience is considered a rich legitimate source of quality. Findings also reveal that the use of teaching assistants and part time lecturers as an alternative to experienced professionals, coupled with lack of resources, adversely impacted on the quality of graduates from the institution. Essentially, lectures conducted were characterized by poor instructional delivery, rushing through courses and over burdened lecturers. Scientific research output was significantly low and productive time was being wasted on human resource issues.

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