Technical thinking is defined as an aptitude, ingenuity, and affliction for solving practical problems through experience (Autio, Hansen, 2002). From the beginning of civilization such thinking has been a significant part of human existence (Burke & Ornstein, 1995; White, 1962). Learning associated with it is a natural instinct for most people, young and old, who work in a technical field, pursue a practical hobby, or teach practical subjects. Historically the learning process, when formalized, involves apprenticing with a master who passes along the knowledge and competence by showing, doing, and discussing. Today such formal apprenticing is considered by many to be misplaced and inefficient. Why can’t the knowledge and competencies associated with technical thinking be taught using computers and books?
How to Cite:
Hansen, R. (2008). The Roots of Technical Learning and Thinking: Situating TLT in Schools. Journal of Technology Education, 20(1), 5–15. DOI: http://doi.org/10.21061/jte.v20i1.a.1