| 0:00:05 | i'm picking up and then we wanna actually in technology and gender and then does |
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| 0:00:09 | not background is in education level to education or maybe decrease in a in education |
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| 0:00:17 | in technological extremely fast rate |
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| 0:00:21 | a chance to do a high degree research that already done the must read our |
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| 0:00:25 | research group and i decided that i wanted to see this further i mean energy |
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| 0:00:31 | so in education and visiting schools as it's which condition |
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| 0:00:36 | and it just as in industrial arts looking at michael's would be seen from industrial |
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| 0:00:41 | on serial |
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| 0:00:42 | to exclude someone to work with the activation map estimates for a switching to be |
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| 0:00:48 | except for |
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| 0:00:50 | but gain from study is being part of an education community these at that jointly |
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| 0:00:55 | allocation known every many is that adding we will want experience and domestic advances going |
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| 0:01:03 | to that category the channel my research is looking at implications for technology |
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| 0:01:09 | it mentioned in relation to gender and value and spatial goals in those |
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| 0:01:15 | the concept of my research looks at wide goals how or on a tooth height |
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| 0:01:21 | in technology education classes |
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| 0:01:24 | technology being then you'll that designed to do or i c t s |
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| 0:01:29 | doing a similar at which can do a search method is intended it's an interesting |
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| 0:01:38 | case so it's and listen to the with the |
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| 0:01:42 | and understanding why anybody in the classes and when there's |
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| 0:01:47 | would be the and |
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| 0:01:48 | i believe there were interested in within schools mont transition to after his channel even |
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| 0:01:54 | twelve technology cash social construction in some shape some of our research and it talks |
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| 0:02:00 | about the environment that principles into some of the costs of what sort of |
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| 0:02:06 | crisis what sort of social environment has shape in wanting to being process such as |
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| 0:02:11 | man walks designed to g i c t |
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| 0:02:14 | and this and after the research is showing us that it was socialisation process comes |
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| 0:02:21 | from time and media from features that can be many findings come from the resay |
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| 0:02:28 | some of its findings one |
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| 0:02:30 | we just can change weights schools can change their partners to enable more those described |
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| 0:02:36 | in the classes so it is that the absence of that is that in turn |
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