Introduction to PATT38 theme issue: -Technology in our Hands. Creative Pedagogy and Ambitious Teacher EducationThe TECHNE theme issues of PATT38 conference is a double-blind peer-reviewed collection of 53 full papers. It consists of nine sections that were edited by an international team of section editors. In the review panel there were 48 members from all over the world. We sincerely thank for all review panel members for investing their time for the reviews and their valuable feedback for authors in encouraging them to develop the quality of the papers. We also thank the section editors for their demanding work in section editing and completing the full papers together with the 118 authors. The sections describe the current research interests and topics of the PATT-community.The Section I: Methods and Agendas in Technology Education is edited by Nicolaas Blom (South Africa/ Ireland) and Marc J. de Vries (Netherlands). This section contains papers from a wide variety of perspectives and topics, all with the common aim to advance research-and practice-based agendas in technology education. The Section II: The Value of Technology Education is edited by John Williams (Australia) and Maria Svensson(Sweden). The section deals with technological literacy and systems and engineering in technology education. The Section III Design and Technology in Education, edited by Kaiju Kangas and Mika Metsärinne (Finland)includes articles, presenting interesting perspectives of promoting design and technology in education. The Section IV: Technology Education in Early Childhood is edited by Virpi Yliverronen (Finland) and Jeffrey Buckley (Ireland). The studies presented in this section highlight early childhood technology education from different viewpoints, whilst sharing the common feature of presenting the versatility of technological activity in early childhood educational settings. The Section V: Assessment and Evaluation, is edited by Kay Stables (United Kingdom) and Donal Canty (Ireland). The papers provide insights into how teachers make tacit and subjective assessment judgements, how assessing students’ knowledge of technological systems enables developing ’qualities’ of knowledge, how assessing pre-service teachers’ knowledge highlights levels of complexity missing in their understandings, and into a framework to support teachers’ assessments at the point when a national curriculum is reformed. The Section VI: Learning in Projectsand Programming & Case Studies: Models and Concepts is edited by Ari Alamäki (Finland) and Nina Kilbrink (Sweden). This section discusses papers on various learning projects and case studies. The papers describe teaching experiments and projects that aim to enhance learning and teaching practices in craft, design, and technology. The Section VII: Spaces and Makingis edited by David Gill (Canada) and Ronan Dunbar (Ireland). The section deals with the physical spaces and human mediated activities that happen within the sphere of technology education. While generally taken for granted, the spaces that we occupy while enacting technology education have a profound influence on the outcomes of our making, and subsequently the teaching and learning that takes place. The Section VIII–Teacher Educationsection presentsresearch and perspectives that contribute to identity development of pre-service teachers, creative endeavours, curriculum design and internationalisation in teacher education. This section welcomes a focus on supporting teacher development and emphasises the importance of the teacher. The section is edited by Niall Seery (Ireland) and Mikko Huhtala (Finland). The last Section IX: Technology and Teacher Competenceis edited by Piet Ankiewicz (South Africa) and Jonas Hallström (Sweden). The section focuses on the aspects of technology teachers’ competence: Preschool teachers’ support by their principals, junior secondary teachers’ perceptions of using models, teaching modelling using digital design tools in junior secondary, junior secondary teachers’ cognitive academic language proficiency and upper secondary teachers’ attitudes towards teaching technology as an elective.The collection of PATT38 full papers is a great effort of the 118 authorsfrom various parts of the world during the Covid-19 pandemic that moved the PATT38 from 2020 to 2021. However, the conference theme Technology in our Hands. Creative Pedagogy and Ambitious Teacher Education is widely explored in the full papers and open an interesting view on the future of technology education. We sincerely thank all authors for their persistent work.We are grateful for the TECHNE Series that the PATT38 full papers could be included to TECHNE as a special issue. We worked hard to encourage and support the authors, the reviewers, and the section editors in meeting the scientific criteria and templates of TECHNE. In the beginning of the process Anna Lundberg (Finland) helped us and in the final, crucial phase Arttu Korkeaniemi (Finland) didamazing work. The editor-in-chief, Mia Porko-Hudd (Finland) offered great expertise in scientific questions and the technical editor Juha Hartvik (Finland) made huge efforts in editing of the 53 full papers into one TECHNE theme issue. The electronic issue is a result of successful worldwide collaboration and commitment. We hope that the issue connects technology, design, craft/sloyd and engineering education researchers and teachers all around the world.