The Impact of Technology Education

The increasing mechanization of our lives calls for the acquisition of profound knowledge about technological implications and the development of technological literacy from an early age. Therefore, this volume aims at giving an insight into the current research on technology education. It investigates topics such as technological self-efficacy, vocational interest, gender role orientation or the digital transformation and their impact on today's technology education from several international perspectives.

The increasing use of technology in our lives requires not only the qualification of young professionals through vocational training in order to maintain innovation and technical and societal progress, but also a technical education for everyone, so as to cope with these environments and to become a society with technology literacy. A lack of technology activities may not only result in a technology illiteracy, thus making a responsible participation in social life more difficult, but also has an impact on identity development. Against this background, technology education is getting important and has an impact on various aspects of the personality, e.g. skills, knowledge and interest in technology, which initiate lifelong learning. With the combination of articles, the editors of Technology Education Vol. III want to give an insight into international approaches of technology education and its impact. Nine authors, respectively teams of authors from various countries present their educational Setting and the impact it has for the personality development in technology.

Autorentext
Adenstedt, VictoriaAdenstedt, Victoria (University of Duisburg-Essen, Germany): Victoria Adenstedt is a graduate student and research assistant at the Institute of Educational Sciences at the University of Duisburg-Essen. Her PhD thesis deals with the technical self-concept of primary-school pupils. She is interested in gender differences in technical interest and technical problemsolving. Fletcher, StefanFletcher, Stefan (University of Duisburg-Essen, Germany): Stefan Fletcher has been holding the chair for Engineering and its Didactics with the collaboration of Martin Lang at University of Duisburg Essen's faculty for Engineering Sciences since 2008. At his department in Essen, Prof. Dr. Fletcher Set up a video and eye tracking lab and does research in the field of teaching methodology for engineering on learning processes as well as in the field of computerised teaching and learning media. He is a member of the executive board for the Centre of Teacher Training (ZLB) at the University of Duisburg-Essen. Further, he is a member of the scientific advisory board for the Journal of Technical Education (JoTEd). Gooß, AnnikaGoos, Annika (University of Duisburg-Essen, Germany): Annika Goos is a graduate student at the Institute of Educational Sciences at the University of Duisburg-Essen. She works as a research assistant and her PhD thesis focuses on the technological problem-solving abilities of primary school children. Her other research interests include digital media and technological interests of boys and girls. Güdel, KarinGüdel, Karin (University of Applied Sciences Northwestern Switzerland): Karin Güdel is a lecturer and researcher at the Faculty for Teacher Education in Northwestern Switzerland. Her research interests focus on interdisciplinary teaching, education for sustainable development (ESD), technology education and system thinking. Heitzmann, AnniHeitzmann, Anni (University of Applied Sciences Northwestern Switzerland): Anni Heitzmann is Professor emerita of science education at the Faculty for Teacher Education in Northwestern Switzerland. Her research interests focus on biology learning and teaching, system thinking and technology education. Karl, Christian K.Karl, Christian K. (University of Duisburg-Essen, Germany): Christian Karl is Assistant Professor and head of Vocational Pedagogy and Specialized Didactics in Construction Engineering as well as course director of construction engineering programs for teaching in vocational colleges at the University of Duisburg-Essen. His research focuses on competency development by applying simulation and gaming for investigating learning processes. The application of the developed methods is proven through both consulting and teaching activities and is published in international journals. Further, he serves regularly as invited expert for the European Commission (EU), the Swiss National Science Foundation (CH) and the National Research Foundation (USA). Koch, Alexander F.Koch, Alexander F. (University of Teacher Education Fribourg, Switzerland): Alexander F. Koch is Professor for media and ICT instruction at the University of Teacher Education Fribourg, CH. Previously, he was a Postdoc at the School for Information Science and Learning Technologies, University of Missouri, USA (2018-2019). He is an Associate at the Center for Research on Teaching / Learning supported by Digital Technologies (C R E/A TE) and scientific adviser of the Journal of Technical Education (JoTEd). He attained his Dr. phil. degree at the University of Basel and worked as educational scientist and adult educator. Main research areas: digitalization & technology education, STEM 4.1; wellbeing, motivation, beliefs. Kruse, StefanKruse, Stefan (University of Education Weingarten, Germany): Stefan Kruse is Professor for technology and its didactics at the University of Education Weingarten. Previously, he was a research assistant in the Department of Technology at the University of Education in Schwabisch Gmünd from 2000 to 2015. From 2015 to 2017 he was head of the Technical Education Department at the Centre for Science and Technology Didactics at the PH FHNW. His research interests focus on, amongst other things, the basic research and systematization of multimedia learning environments in technology education, as well as the integration of E-learning with the multi-perspective approach in didactics in technology. Member of the scientific advisory board for the Journal of Technical Education (JoTED). Lukosch, HeideLukosch, Heide (University of Canterbury, New Zealand): Heide Lukosch is Associate Professor and head of the Applied Immersive Gaming Initiative (AIGI) at the Human Interface Technology Lab New Zealand (HIT Lab NZ) at the University of Canterbury in Christchurch. She has a background in media and social sciences, and designed and re-searched a large number of applied games. She used game-based approaches in fields such as learning and training, (humanitarian aid) logistics, and transportation. Heide Lukosch's work is published in international journals, and she is associated editor of the Simulation & Gaming journal, as well as board member of the International Simulation and Gaming Association (ISAGA). Mammes, IngeloreMammes, Ingelore (University of Duisburg-Essen, Germany): Professor at the School Research K-7 at the University of Duisburg-Essen in Germany. Her research interests focus on the technological education and the extension of the STEM-Subjects.