Full issue 12
Anyone who teaches within a specific technical field must deal with specific knowledge of technology: its functions, its use and the vocational activities deriving from the respective area. However, this alone is not sufficient. Additionally, pedagogical-didactic considerations need to be conducted. Therefore, the question arises: who are the learners and what is the purpose of the educational program? Additionally, the following issues need to be addressed:
− What is the need of the target groups with respect to the individual learners´ age and corresponding development phase (see Piaget)?
− How far along is the learner in terms of his/her skills and competence development i.e. is the learner a novice or an expert (Dreyfus/Dreyfus 1980)?
− Does the educational program address engineering programs in Higher Education or TVET programs that rather focus on work-tasks and work-processes?
Didactics of technology or technical vocational disciplines must recognize the differences in approaches with different prerequisites for the learner or in relation to the objectives, and turn it into a meaningful Concept.