معرفی
Claes Klasander is a University Lecturer at Linköping University, serving as the director of the National Resource Center for Technology Education in Schools (CETIS). He is affiliated with the Department of Behavioral Sciences and Learning (IBL) and contributes to national efforts to strengthen technology education across Swedish schools. His work focuses on ensuring students receive comprehensive technology education with 200 dedicated hours throughout primary school.
Klasander's research centers on technology education, technological systems understanding, and curriculum development. His work emphasizes establishing technology as a visible and valued subject with dedicated teaching hours and clear learning objectives. He investigates how students develop knowledge about technological systems and works to define 'qualities of knowledge' in this domain. His research explores effective teaching methods and assessment strategies for technology education, with particular attention to making invisible technological concepts visible to students.
Analysis of Klasander's publication record reveals a consistent focus on technological systems and systems thinking in education. His work spans historical perspectives on technology education, assessment methodologies for student understanding, and practical frameworks for teaching technological concepts. A notable trend is his exploration of how to translate theoretical understanding of technology into practical classroom applications, addressing implementation challenges in Swedish schools while advocating for stronger institutional support for technology as a distinct subject.
As director of CETIS, Klasander leads a national resource center founded in 1994 and primarily financed by the Ministry of Education. CETIS develops technology education through collaboration with teachers, teacher educators, and industry representatives. The center organizes national conferences attended by hundreds of educators and produces extensive inspirational materials for teachers across all grade levels. Klasander actively advocates for policy changes, emphasizing that 'technology should have 200 hours, the same as physics,' and pushing for technology to be established as 'its own subject, with its own timetable and its own learning objectives.'
