Abstract:
Although the term technology means different things to different people, most would generally agree that it is about "stuff." For some it may be more complex than this, and for others it may simply involve using or studying hightech gadgetry, such as computers and iPhones. Whatever your view, technology cannot occur without people, and therefore, values and culture are inherent influences on and features of technology. Understanding this interdependence between design and culture is a critical part of technology education. In order to know what one wants and needs for the future, it is important to have a good historical and cultural understanding of technological change. Although many countries include historical, societal, cultural, and environmental emphases in their technology curriculum, these can be lost in the drive to design, make, and create. The following article will provide justification and examples for these notions to be key parts of a technology program. Over the last decade, the one thing that has been constant in education is change. Teachers are expected to cover more concepts, whilst addressing the ever-increasing diversity amongst their pupils. Technology education is no exception (de Vries, 2006). However, providing justification and examples for the inclusion of historical, societal, cultural, and environmental emphases may help teachers and teacher educators to see the validity of and ease with which they can include this crucial material. Including these approaches will allow students to utilise the wisdom of other generations and cultures in order to contemplate contemporary technological developments.
