Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place)
At the high school level, the current education system generally relies on learning specific subject matter in a singular space (i.e., classroom, shop, gymnasium, etc.) and often out of context to the subject. One advantage most technology education classes have is that they are all experiential in nature. Still, many shop focused classes don’t tend to go outside the classroom/shop. The rooms themselves become insular, cut off from the world and from other classrooms in the building. This principle looks to have the figurative walls of the classroom/shop knocked down to allow students to see the connections between what they are learning in the shop with other classrooms/subjects within the school and the greater community. This opens opportunities for students to explore themselves as a whole person and in turn the learning and lessons can be better personalized to the students needs, interests, and strengths.
Learning goes beyond the curriculum. It should not be siloed into narrow subject matter devoid of connection outside the discipline
A lot of technology education focuses on a Western industrial worldview which often compartmentalizes knowledge through module-based learning (Seemann, 2009). By separating the mind from the hands-on skills, we put emphasis on skills at the expense of relationships, connections, and theory (Dewey, 1966). This segregation of subjects, concepts, and community connection caused by Western educational practices does not encourage a holistic approach and may suggest to students that these things are not connected, limiting learning potential. A holistic technology education is needed, especially in cross-cultural technology schooling (Seemann, 2009; Gumbo, 2015; Dewey, 1963). This demonstrates to students that skills and knowledge from one discipline can be used and applied in all aspects of life and that all things, whether family, community, or environment, can be teachers in their own way (Simpson, 2014).
The technology education curricula, for the most part, focuses heavily on the design process. The design itself offers an opportunity for students to express themselves and explore their interests in a unique way. Design-based projects can encourage a holistic approach by allowing students to express themselves physically, mentally, socially, emotionally, and spiritually. It is important that teachers make room for their students to express themselves in these ways and to make the space safe for students to feel comfortable enough to let their guards down.
By recognizing that Western educational approaches are not the only approach and offering Indigenous student’s better opportunities to express themselves in the classroom/shop, students will find greater engagement and success (Snively & Williams, 2016). Educators need to see Indigenous students as diverse, requiring varied approaches to their learning, addressing student needs in a holistic manner based on their intellectual, emotional, spiritual, and physical being (Battiste, 2013; Snively & Willaims, 2016).
Teachers can claim they are headed towards a holistic classroom when they include social, technical, and environmental factors in their lessons and stress the interconnection between them. This can be achieved, if in part, by creating learning assessments which clearly address the links between the social, technical, and environmental factors and directly relate them to the project or lesson (Seemann, 2009). By breaking down the barriers between students, their communities, and other knowledge systems, they gain greater opportunity to learn and feel true connection with their learning, with others, and with themselves (Snively & Williams, 2016).
Flexible projects make room for more learning
A challenging aspect of teaching shop classes can be creating projects and lessons that appeal to the greatest number of students while affording them the opportunity to explore new ideas and themselves in new ways. Sometimes it may be in the student’s best interest to alter a project or lesson to encourage a new avenue for learning that the teacher may not have considered and/or create greater student engagement. For example, if a student has been given a design challenge to create a mortise and tenon jointed table but wishes to change the project into a stepping stool for their grandparent to use at home, it is in the students best interest to encourage that change. It should be noted that the student may be required to do some extra work and may need to still include mortise and tenon joints in some manner. This real-life desire to help a family member and better the lives of those around them should be encouraged and celebrated.
Reflection as a means of learning
Having students reflect on their work is an important aspect of learning. By including a reflection process in the assessment of a project students will be made to take a more serious look at what they have accomplished and learned. This reflection can take many forms and may need to be based on a student’s needs and learning style. It could be as simple as having a student respond to written prompts about their project or as complicated as organizing an open house with the community where students show off their projects and discuss them with family and other community members. Another source of reflection is through peer assessment which offers students a chance to learn through others learning and explore design ideas outside their own project.
Technology education is about experiencing learning
Because of the hands-on nature of technology education courses, experiential learning is a bit of a given. Students are inherently given the opportunity to try different technologies and materials in a manner that is practical and hands-on.