HildaRuth Beaumont (formerly known as David Barlex)
has worked in education for some 50 years and for most of that time was known as David Barlex. David became an acknowledged leader in design & technology education, curriculum design and curriculum materials development. Recently he has identified disruptive technologies relevant to the school curriculum and ways in which young people may be engaged with these. His most recent publication with Frank Banks Teaching STEM in the secondary school was very well received with a second edition being published in 2020. Since 2021, David has found that he is much, much happier and at ease with himself if dressed and presenting as female. Hence, he is now living full time as HildaRuth and continuing with both academic writing and consultancy under the name of HildaRuth Beaumont.
Bert Bredeweg
is professor of science education at the Amsterdam University of Applied Sciences and an associate professor at University of Amsterdam. His research interest focusses on the use of artificial intelligence in education and addresses several themes including interactive knowledge representations, computational thinking and learning analytics. At the Applied University Bredeweg leads the Smart Education lab.
Jeffrey Buckley
is a Lecturer in Research Pedagogy in Technological University of the Shannon: Midlands Midwest, Ireland. He received his PhD in 2018 from KTH Royal Institute of Technology, Sweden, where he examined the role of spatial ability in technology education. His research interests primarily relate to learning, assessment, and research methods in technology and engineering education, and he is currently Associate Editor for the International Journal of Technology and Design Education.
Marc J. de Vries
is professor of Science Education and professor of Christian Philosophy of Technology at Delft University of Technology, the Netherlands. He is the editor-in-chief of the International Journal of Technology and Design Education and series editor of the International Technology Education Studies book series. He wrote a monograph Teaching about Technology that introduces philosophy of technology for technology educators. He is the coordinator of the international conference series Pupils’ Attitudes Towards Technology.
is associate professor of participatory interaction design at the Department of Digital Design and Information Studies at Aarhus University. In his research, Christian focuses on the ethics of designing digital technology and the effects that interaction design processes have on individuals and organisations. He has engaged with these issues in several ways, including studies of how participants experience taking part in design, how ethics is dealt with in design, and how children can be empowered to critically and constructively engage with digital technology. In his research practice, Christian works in close collaboration with private and public partners to develop knowledge and solutions that are grounded in practice and provide value for the partners involved.
Nathan Eskue
is an aerospace engineering professor at TU Delft, specializing in AI, robotics, manufacturing, project/business management, and rapid iteration prototyping. He holds degrees in business information systems, marketing, operations management, an MBA, and a masters of Data Science from Columbia University. Nathan has spoken at over 60 international conferences on AI, aerospace/defence, quantum, and other technical topics. He’s worked for NASA, Raytheon, Northrop Grumman, and other aerospace organizations for over twenty years, with experience in product development, project management, supply chain, manufacturing, and AI architecture.
Wendy Fox-Turnbull
is an Associate Professor at the University of Waikato who is Deputy Head of School for Te Kura Toi Tangata School of Education. This Trimester she is Acting Head of School. She is the editor of Australasian Journal of Technology Education, on the Editorial Board of International Journal of Work Integrated Learning and co-editor European Journal of STEM Education. Wendy was chair of the Technology Education New Zealand (TENZ Council) from 2006 to 2018, and has convened two TENZ conferences: TENZ 2005 and TENZ/ICTE 2017 and one International Technology Research conference (PATT) in 2013. Research special interests include authentic learning in technology education, the place of women in technology related careers, the role and nature of effective conversations in learning and teaching and learning approaches for the 21st Century. Wendy is a registered and certified primary teacher.
Mathieu Gielen
is an Assistant Professor in “design for children’s play” at Delft University of Technology and director of the Play Well Lab, where students, academics and
Jianjun Gu
is Doctor of Education, Distinguished Professor of Changjiang Scholars Program of the Ministry of Education, National Cultural Famous Scholar and Outstanding Talent, Director of K-12 Technology and Engineering Education Center, Director of STEM Education Research Institute and Director of the International Technology and Engineering Educators Association (ITEEA) China Center. Chief Investigator of Labor and Technology Curriculum Guidelines for Compulsory Education, Head of Committee of Technology Curriculum Standards for Senior High Schools, Head of Committee of General Technology Curriculum Standards for Senior High Schools, Head of Committee of Labor and Technology Curriculum Standards for Compulsory Education, Chief Investigator of Primary and Secondary Technology and Engineering Curriculum Guidelines, as well as the Vice President of China Education Equipment Association.
Katrine Holm Kanstrup
works as chief advisor at Center for Computational Thinking & Design at Aarhus University, Denmark. She leads teacher and school leader programs on technology comprehension. She founded FabLab Spinderihallerne that offered the first “FabAcademy” in Denmark. Katrine Holm Kanstrup led a school district program that built makerspaces at 12 schools and six high schools, and she co-founded the FabLab@SCHOOLdk school district alliance, teacher community, and conference. She led 15 public, private, and research partnerships to invent more playful educational and cultural services in co-creation with children and integrating emerging technology.
Rolf Hut
studied Applied Physics in Delft. He got his PhD in environmental sciences (hydrology). During his PhD he became as a “MacGyver” scientist who creates measurement devices from household appliances and materials. Through this work he started teaching maker education courses at Delft, most notably “design engineering for physics students”, the topic of Chapter 9 of this book.
Professor in Interaction Design and director of Center for Computational Thinking & Design at Aarhus University, Denmark. Professor Iversen was one of the founders of the European Fablearn (MakeEd) conference series and chair of the committee of experts developing the national Danish curriculum for Technology Comprehension in K-9 appointed by the Minister of Education in Denmark. Ole Sejer Iversen is associate editor of the International Journal of Child-Computer Interaction and a long-term member of the steering committee of the Interaction Design & Children and the Participatory Design conference series.
Kaiju Kangas
is an assistant professor of technology education, in the Faculty of Educational Sciences at the University of Helsinki, Finland. Her research focuses on maker-centred learning in the context of design, craft, and technology education, from the pre-primary and comprehensive levels of education to pre- and in-service teacher education. Recently, she has been involved in research focusing on “Generation AI” maker education to develop educational initiatives on teaching AI and data agency to novice learners.
Remke M. Klapwijk
is a researcher in Delft University of Technology on the Pedagogy of Design and Technology Education and co-founder of the Delft Science Hub in which primary schools, teacher educators, engineers and designers cooperate. Her research interests relate primarily to design thinking, creativity, formative assessment, prototyping and spatial thinking. She co-developed the toolbox Make Design Learning Visible, a formative assessment tool and developed various (in-service) teacher resources and trainings. Together with Peter Troxler she chaired the First Dutch Fablearn Conference in 2018.
Hyuksoo Kwon
is a professor of integrative STEM education/Technology Education at Kongju National University, Republic of Korea. He is a writer for multiple textbooks (e.g. Science, Technology, Engineering from middle school to high school) in South Korea. His research interests are technology teachers, makerspaces, integrative STEM education, and K-12 Engineering. He has conducted several projects (STEM program development, National School Makerspace project, and Textbook Policy) supported and funded by Korean government. Together with Korean Technology and Engineering Teachers’ Association, he has conducted
Suneel Madahar
is a teacher of design at the International School Delft, in The Netherlands. He gained a degree in Pharmacology from King’s College London, but realized education and teaching was his true passion. Starting his teaching career as a Biology and Science teacher, Suneel has managed also teach mathematics, philosophy and computer studies. At the turn of the century, he was asked to teach Design and since then has become a fierce advocate of not only teaching design, but to instill the love of design and its importance in trying to solve the world’s problems using the principles of design.
Varpu Mehto
is a doctoral researcher at the Faculty of Educational Sciences, University of Helsinki. Her dissertation focuses on the dynamic role of materiality in learning-by-making, and aims to foster relational, embedded, and embodied learning through practices of craft. Recently she has also been involved in a research project exploring shifting nature-culture relations and collective atmospheres in everyday life of children.
Álvaro Núñez-Solís
has a Master’s degree in Manufacturing Systems Sciences and studied Industrial and Systems Engineering (ITESM Querétaro). He leads the Obsolete Products Management System based on a Collaborative Circular Economy that helps companies reduce, reuse and/or recycle their obsolete products (computers, laptops, tablets, smartphones, robotic assembly lines, etc.) Author of the books “Ser Emprendedor Antes de los 30s” (Being an entrepreneur before the 30s) and “No Nos Queda de Otra: 10 Razones Por Qué Emprender” (We do not have another option!: 10 Reasons Why undertake). He is also an International speaker on “Circular Economy Entrepreneurship and Electronic Waste Recycling” (www.alvaronunez.mx).
James Otieno Jowi
is the Principal Education Officer of the East African Community (EAC) responsible for the coordination and development of regional education policies and frameworks for the seven EAC countries. He is also a Senior Lecturer of Comparative Education at the School of Education, Moi University, Kenya. He is also the founder of Sustainable Rural Initiatives (SRI) rural community based NGO transforming lives of rural communities in western Kenya. He holds a PhD in
Monique Pijls
is senior lecturer at the Amsterdam University of Applied Sciences. Her interests in research and educational design cover maker education, reasoning with multiple representations, collaborative learning, and the integration of art, science and technology in education. She developed the Minor Maker Education.
Freek Pols
studied applied physics at Delft University of Technology. He worked for ten years as a secondary school physics teacher. He gave several workshops, including Arduino and teaching inquiry. In 2019 he started working as the first-year lab course coordinator at the Applied Physics program at the University of Technology, Delft. In 2023 he finished his PhD study “Development of a teaching-learning sequence for scientific inquiry through argumentation in secondary physics education”. His research focusses on teaching scientific inquiry at Pre-University and first-year university level.
Elwin Savelsbergh
is a professor of Curriculum Development at the Utrecht University of Applied Sciences and an associate professor at Utrecht University. Key themes in his research program are: (technological) literacy, education for sustainable development, citizenship, and pedagogical content knowledge.
Miroslava Silva-Ordaz
is a primary and design teacher at the International School of Delft, she also works as liaison with the Science Hub TU Delft on educational projects focused on Science, Technology and Sustainability. She holds a PhD in Educational Technology and has over 20 years of experience working in education as a teacher, consultant, and face to face/online international trainer. During her professional career, she gained experience working for non-profit organisations for international schools at the primary and secondary, as well as in higher education as a researcher, facilitator and consultant. She really likes working with different age groups and especially children as they are natural explorers.
Annemiek G. C. van Boeijen
graduated in 1990 as a designer and worked as such in international projects. Since 2000 she works for the department Human Centered Design, Delft
Gerald van Dijk
is a senior lecturer and researcher at the University of Applied Sciences Utrecht. His research interests include design and maker education, language sensitive STEM education, education for sustainable development (ESD) and teacher education. Furthermore, he is frequently involved in reforming technology curricula at a national level in The Netherlands, primarily for general secondary education.
Tom van Eijck
is lecturer at the Amsterdam University of Applied Sciences, in the field of science education. His research interest is science education, maker education and technology in education. He currently works on a research project about interactive knowledge representations that stimulate reasoning in primary science education.
Maarten Van Mechelen
is a Senior Researcher at LEGO Education where he leads the research strategy for project teams from conception to launch and ensures products have a measurable impact on the intended learner outcomes. He has a PhD in Child- Computer Interaction and previously held academic positions at the Center for Computational Thinking and Design at Aarhus University, the Faculty of Industrial Design Engineering at Delft University of Technology, and the Meaningful Interactions Lab at KU Leuven. Maarten is a Steering Committee Member of the FabLearn Europe/MakeEd conference series, and an Associated Editor of the International Journal of Child-Computer Interaction.
Marie-Louise Wagner
is a research assistant and centre coordinator at Center for Computational Thinking & Design at Aarhus University, Denmark. Marie-Louise has developed and implemented a range of workshops and courses that focus on digital fabrication, design processes and making in an education context. She was project manager on the elective subject in Technology Comprehension in
Marten B. Westerhof
is a Marie Skłodowska-Curie PhD Fellow at Technological University Dublin. His research focuses on the development of children’s spatial ability through educational maker activities. He is an external researcher at Waag, an applied research institution in Amsterdam, to develop spatial maker activities and professional development for maker educators. His main research interests are spatial ability, learning through design, maker education, and pedagogy. For his MSc thesis in design at Delft University of Technology he developed a toolkit for organising playful design education workshops through a co-design process with Sustainable Rural Initiatives, a non-profit organisation in Western Kenya.
P. John Williams
is Professor of Education and the Director of Graduate Research in the School of Education at Curtin University. His current research interests include STEM, mentoring beginning teachers, Pedagogical Content Knowledge and electronic assessment of performance. He regularly presents at international and national conferences, consults on Technology Education in a number of countries, and is a longstanding member of eight professional associations. He is the series editor of the Springer Contemporary Issues in Technology Education and is on the editorial board of six professional journals. He has authored or contributed to over 250 publications, and is elected to the International Technology and Engineering Education Association’s Academy of Fellows for prominence in the profession.
Qiuyue Yang
is Doctor of Education, researcher Hubei University of Technology on the Vocational and Technology Education. Her research interests relate primarily to technical literacy, STEAM education, technical design thinking, creativity, formative assessment, vocational and technical ability development. As a core member, she participated in the Technical Literacy Assessment Research among primary school, secondary school and college students under the Humanities and Social Sciences project of the Ministry of Education. She has attended the ICTE and the International Technology and Engineering Educators Association (ITEEA) to give presentations.