For year 7–9 (lower secondary education, pupils at age 13–15) the core content for the subject Technology is grouped in the following themes: Technological solutions, Working methods for developing technological solutions and Technology, man, society and the environment. The Swedish school system syllabuses are built on core content for different year bands (Skolverket, 2011). In Sweden, grade 1–9 is compulsory and the three last years (7–9) are part of lower secondary education, in which teachers are subject specialists often teaching 2–4 subjects. The current study is conducted in lower secondary technology education in Sweden. In order to fulfill the purposes and the objectives of the technology subject, teachers need to decide several ILOs, and design tasks with specific ILOs. ILO is what a teacher wants the pupils to learn (Marton, 2015) in a specific task or subject area. Further, there is a lack of knowledge of teachers’ intended learning outcomes (henceforth ILO and ILOs) in this stadium of education. However, when it comes to compulsory school and lower secondary technology education not very much is known about what is taught. Other contributions to previous research were in the area of informal education, often focusing on young children (e.g. However, when investigating research about technology education involving CAD, we found mostly studies concerning pupils’ abilities to design with CAD activities and studies focusing on CAD pedagogies and learning within engineering and architectural programs (e.g. CAD can be used as a tool to accomplish those syllabus goals. NCCA, 2021 Finnish national agency for education, 2021 Ministry of New Zealand, 2017 Skolverket, 2011). Moreover, technology education syllabuses of many countries state that pupils should learn to develop technical solutions to different problems and communicate their ideas (e. These skills are important for developing technological knowledge and digital competence (cf. By using CAD in technology education, teachers can combine design with a digital tool and thereby give pupils opportunities to develop skills in areas like communication and problem solving. Further, the hierarchical categories indicate a teaching progression and the categories can be used as a basis for further discussions among teachers, teacher educators and researchers to develop CAD pedagogies within compulsory technology education.Ĭomputer aided design (CAD) is a digital design tool that is used in many different domains for visualization and communication of artefacts and technological solutions, and today CAD is often part of technology education. The four categories describe teaching to use CAD and/or through using CAD. The results show that teachers have different experiences of the intended learning outcomes when CAD is used in teaching, and four hierarchical categories emerged: (1) Handling the software, (2) Using ready-made models, (3) Manufacturing and creating printed models, and (4) Designing. The interviews were analyzed and categories of description were hierarchically organized into the phenomenographic outcome space. A phenomenographic approach was used and twelve semi-structured interviews with lower secondary technology teachers were conducted. Thus, the aim of this study is to investigate technology teachers’ experiences in order to gain insight into their teaching practices involving CAD. Teaching involving CAD is a relatively new element and not very much is known about what teachers intend pupils to learn in compulsory education. Today, many technology teachers in compulsory technology education teach design and design processes using a digital design tool, such as computer aided design (CAD).
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