LT1009 Communication for Teachers in Technology 15.0 credits

Communication: The teacher's dramaturgic narration in technology instruction. Communication as method to increase understanding, motivation and commitment before technical issues and problems.

On completion of the course, the student should be able to:

-Account for and compare different communication models that can be used to arouse the pupils'interest in technology.

-Create own statements and descriptions where technology is versed in a human, social and global context.

-Describe how communication can create conditions allowing all students, irrespective of background, sex or ethnic origin, to develop personally and learn technology.

- Examine how the collected knowledge and skills of the student group can be used to stimulate each individual pupil's learning and development.

-Design teaching where communication is used to prevent and counteract discrimination and insulting treatment between pupils.

-Suggest own examples of how listening, speaking and writing can influence the pupil's learning and development.

-Analyse, account and reflect on how own strengths/weaknesses in the professional role influence the pupils' comprehension, learning and development.

-Present a plan over how you as a becoming teacher should develop your knowledge, skills and ability as a teacher further.

-Describe and reflect on how an experienced teacher should communicate with and relate to pupils and guardians.

Entry requirements

Second-year students in the program: Subject teacher with a specialisation in technology, school year 7-9 or the equivalent knowledge.

Be stated no later than three weeks before the start of the course.

• SEM1 - Drama and Storytelling in Technology Education, 5.0 credits, grading scale: P, F
• INL1 - Written Assignment, 5.0 credits, grading scale: A, B, C, D, E, FX, F
• SEM2 - Developing Communication Processes in Technology Education, 5.0 credits, grading scale: P, F

Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.

The examiner may apply another examination format when re-examining individual students.

If the course is discontinued, students may request to be examined during the following two academic years.

Through a collected assessment of the student's activity, level of submitted assignments and reflections in the course, combined with results of take-home examination.

• All members of a group are responsible for the group's work.
• In any assessment, every student shall honestly disclose any help received and sources used.
• In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.