Loughborough University Library: Open Journals
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Reflections on the DATA Conference ‘Paradigm’ Debate
Get PDFAn emergency eye operation (for a torn and detached retina) forced my absence from the DATA research conference, so it was really interesting to receive all the papers in the conference book, which has been admirably edited by Eddie Norman. There is an abundance of riches here. The Editorial Board of the Journal has debated how the Journal should best respond to all these papers, and, specifically, how the Journal should seek to bring to a wider audience the excellence of those papers. This piece is an attempt at that process, and I propose to take a single theme and explore how a number of the papers tackled it. In the following text, I have quoted liberally from the presenters’ texts, and the reader needs to understand my system for doing that for there are often three voices at work simultaneously throughout the piece with much potential for confusion. My voice is written in plain text. The presenters’ voices are indented in italics and quoted directly from their various papers and, where the presenter is quoting a separate source, this is further indented and condensed. I hope, in this way, to give the reader a direct source back to the original paper, to which reference should be made in the event of confusion
Analysing teachers' approaches in design and technology in Botswana
Get PDFDesign and technology education in Botswana has gone through transforming phases since independence in 1966, with the influence of the European approach; predominantly the British model of design and technology. The 1992 National Commission on Education ( CE) reviewed the Botswana's education system and produced the National Commission on Education Report of 1993. Subsequent to this report was the Revised National Policy on Education (RNPE) of 1994 that laid down the framework of the Botswana Education system over the period of 25 years. Central to the episodes of the RNPE was the raising of the status of design and technology to one of the eight core subjects. It is to this end that the three-year design and technology Junior Certificate Programme was developed. This paper is an outcome of the fieldwork that was undertaken in Botswana in the year 2000. The principal purpose of which will be to discuss data gathering processes and how it was done, presenting teachers and pupils' datamaps. Quantitative and qualitative methodology in the form of participant observation, interviews and ethnography were employe
A survey of the use of non-contact days for design and technology training
Get PDFThis article describes research based on data collected from secondary design and technology teachers and explores:the effectiveness of the systems used in their schools for planning and monitoring non-contact days and the implications for management strategy of staff developmenthow non-contact days or 'pupil-free' days are used and how the use of non-contact days has been decided design and technology teachers' perceptions on the adequacy of subject in-service training (INSET) and balance of time allocated between whole school and departmental issues on non-contact daysteachers'/middle managers' confidence in planning and leading subject specific design and technology INSET for themselves and for their teams, and resources which might be produced to support them
'A suggested framework for curriculum planning KS1 and KS2': a planning tool for Birmingham schools
Get PDFThe City of Birmingham has currently two separate yet linked services to support its Key Stage 1 and Key Stage 2 teachers of design and technology - the Schools Advisory Service (SAS), and the Curriculum Support Service (CSS). It became clear to the three members of the design and technology support team that unless it encouraged all its schools to develop a whole key stage curriculum plan/scheme of work for the delivery of design and technology which reflected all aspects of the National Curriculum Order, and was progressive, this foundation subject would remain difficult to move forward for some schools.There are many hundreds of very capable and willing colleagues in Birmingham schools, some of whom are frustrated by their own inexperience in planning for the delivery of design and technology as it is defined in the National Curriculum Order. To support these colleagues the SAS and CSS have worked together to produce a long term planning chart ";;;A Suggested Framework for Curriculum Planning KS1 and KS2";;;, two copies of which have been sent to all Birmingham's nursery, infant and junior schools. One is to be displayed for whole staff reference, the other is for the design and technology coordinator to fold or cut for ease of use with colleagues
Meta-cognition and Design and Technology Education
Get PDFUsing a case study approach, this paper explores meta-cognition in a design and technology setting. It reviews briefly the nature and role of meta-cognition in design and technology education and then describes a 'schema' that was conceived originally to analyse, but became a means to promote, meta-cognition in the respondents of a study. The main body of the paper identifies and discusses meta-cognition 'in action' of one respondent from that study. Overall, this paper aspires to explore two questions: how confident are we in identifying meta-cognition in practice (what does meta-cognition look like, sound like, in a design and technology milieu?); how can we develop and promote it further in learners
Reviews
Get PDFThe following publications have been reviewed by the mentioned authors;The Science with Technology Tool Kit Teamwork - reviewed by Jenny JupeProject Management - reviewed by Jenny JupeProduct Development - reviewed by Jenny JupeUnderstanding Control - reviewed by Elizabeth GrantInvestigating and Designing Control systems - reviewed by Elizabeth GrantUnderstanding Sensors - reviewed by Elizabeth GrantControl in Action: Designing a Fermenter - reviewed by Elizabeth GrantCars and the Environment - reviewed by unknownGreen Buildings - reviewed by unknownHuman Factors in Design - reviewed by unknownEvaluating Environmental Impact - reviewed by unknownUnderstanding the Science of Food - reviewed by Margaret ClarkeDeveloping Food Products - reviewed by Margaret ClarkeEnergy Transfer from source to load - reviewed by Margaret ClarkeManaging Energy - reviewed by Margaret ClarkeMaking Use of Renewable Energy - reviewed by Margaret ClarkeEnergy in Kalyanpura (Investigating energy and developmental issues) - reviewed by Margaret ClarkeDeveloping Textile Products - reviewed by Jane GreenwoodSimple Mechanisms - Focused Practical Tasks: Teachers Book No. 1 - reviewed by Andy Brecko
Two perspectives?
Get PDFThis article;focuses on two perspectives on designing and making activity, the teacher's and the pupil'sdraws conclusions about the 'success story'.The teacher's view of a task sequence and the associated learning is sometimes quite different from the pupil's perceptions. Here David Barlex interviews a teacher, Julie Messenger, Head of Technology at Sawtry Community College in Cambridgeshire, and one of her pupils, Rosalind Simmons, about the textiles work carried out over the last two years using the Nuffield approach and its Key Stage 3 materials
Building for Success - Regent Special School's Team Enterprise
No full textMany teachers of students with special educational needs are extremely skilled at taking national schemes and qualifications and developing units of work tailored to the needs of their youngsters. At Regent Special School in the West Midlands, Norma Freeman, Head of Upper School, has done precisely this - working with staff at a local community workshop, Norma has developed exciting learning opportunities for her students based around Young Enterprise and NPTC awards and supported by Nuffield materials