Loughborough University Library: Open Journals
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Responding to Ofsted using DATA aids
Get PDFThis article describes one year of design and technology work in a North London primary school. The design and technology co-ordinator, Rosey Harding, tells how she devised a plan to counter Ofsted criticisms, how teachers responded and the part DATA aids played in the recovery
Bit by Bit versus computer control
Get PDFChange provides excitement of new challenges for the design and technology teaching profession. New technology, materials and resources provide our profession with the stimulus for change, therefore at Sheffield Hallam University we provide students with the opportunities to evaluate and compare new products with the focus of using them in their teaching. The implementation of the new GCSE design and technology syllabuses has recently provided a further impetus to this work of research and evaluation for the design and technology student teacher. This article is about teaching one aspect of the new Systems and Control GCSE syllabuses using either conventional computer control, already established in many schools, or the more recently introduced Technology Enhancement Programme's (TEP) Bit by Bit controller. Examples of projects developed for Key Stage 4 teaching are used to illustrate how the work progressed together with extracts from the students' evaluations and their conclusions
Design and Technology Teacher Retention: A Snapshot
Get PDFThis case study provides quantitative data regarding retention rates in the teaching profession of one-year PGCE design and technology initial teacher training (ITT) students at Middlesex University. The findings appear to go some way towards disproving the received notion that the average length of time spent in the profession by a newly qualified teacher is three years
Towards a Model for the Self-evaluation of Teaching and Learning in. Schools: A Pilot Study in Design and Technology
Get PDFSha Tin College received a full OFSTED Inspection in November 1995. Whilst the institution was found to be 'an outstandingly successful school', lone of the key recommendations of the report was to strengthen the process for monitoring and evaluation 'by systematically reviewing provision and performance within subject departments.'2 In an attempt to strengthen the school's culture of self-review and improvement, a model for the internal evaluation of teaching and learning was developed and trialed in the department of design and technology
Developing classroom competence through peer-review
Get PDFThis case study describes:a structured approach to classroom obervation in design and technology in secondary schoolshow, through peer-review, mature trainees are helped to develop the professional competencies and team skills of the effective classroom practitioner and department memberhow the process builds on the evidential reflection of classroom performance so that personal abilities are refined through the observation of other
A future vision
Get PDFOne of the most poignant moments in Alexander Korda's 1935 version of H G Wells' Things to Come appears in the closing seconds. With a sweep of the arm embracing the whole universe a key character asks, 'Can it really be our destiny to conquer all this? Is there to be no rest from the unrelenting quest for knowledge, no peace for man until the whole universe is his?' 'No' answers his colleague, 'there can be no rest, for once man has taken the first step down the path of knowledge and understanding, he must take all those that follow, the alternative is to do nothing, to live with the insects in the dust. The choice is simple. It is the whole universe or nothing. Which shall it be?' Fade out to celestial choir taking up the theme: 'Which shall it be?
Paradigm? What paradigm?
Get PDFAt the DATA International Research Conference in July 2002, proposals for keynote presentations were invited on the theme of 'challenging the design and technology paradigm'. This article explores the question of whether current primary design and technology practice can be said to constitute a 'paradigm' and, ifso, to what extent it needs to be challenged. At a time when design and technology is 'under pressure' in primary schools, this article argues that we need to give it a new lease of life as a cross-curricular vehicle for children's creativity and citizenship, making closer links with art and providing rich, meaningful contexts for scientific learning