Design and Technology Education (LJMU)
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Back to the Future: Where next in a world of cross-curricular primary education?
Get PDFThis article is an interim report on a research project concerning the place of Design and Technology inselected primary schools at a time of curriculum change. There is a particular focus on the influence of theprocesses surrounding acts of designing as they may impact on the wider curriculum. The process of designmay have wider applications in a future curriculum which will embrace features such as “creativity” on a more intensive scale than hitherto. It may also become diluted as subject focal points become less obvious.This study is focused on student teachers and serving teachers in what are termed “Partnership” schools. Partnership is an arrangement by which Canterbury Christ Church University establishes secure training platforms with schools. Teacher education students may thus undertake their placements in appropriate and controlled surroundings in order to develop and practise their teaching skills and become rounded and successful teachers. Partnership schools receive a succession of primary education student teachers throughout the school year. Generally the placements become longer as the student teachers progress through their studies. It is the case that many of the schools within the “partnership” arrangement with the Faculty of Education at Canterbury Christ Church University are moving towards cross-curricular approaches to learning and teaching. For research purposes, they are an accessible stock of schools within which trends in the shifting curriculum can be identified and have been treated as an opportunity sample for research purposes
A Study Exploring the Strategies Utilised by Indian Middle-School Students in Identifying Unfamiliar Artefacts
Get PDFThis paper presents the strategies employed by Indian middle-school students working in groups to identify three unfamiliar artefacts. The activity described in this paper was aimed at sensitising students to the close link between form and function and to bring a certain amount of uncertainty in the tasks before the actual design task. It was part of a larger study (Ara et al 2009) that explored students’ ideas about design and designers before and after they engaged in design related activities. Twenty two students of class 7 worked in six groups of three or four members and the entire exchange was video-recorded. The verbatim transcription of the conversation within the groups and the actions and gestures executed by studentswere categorised. Groups came up with various accidental functions for the three artefacts and only three groups were successful in identifying the intended functions of all three artefacts. All groups utilised similar strategies while trying to identify the artefacts however they differed in the frequency of use of these strategies. Cognitive strategies included active discussions within the group and handling strategies involved manipulation of the artefacts by the group members. Groups which were less interactive, less critical of others ideas and less defensive of their own ideas were unsuccessful in identifying the intendedfunctions of the artefacts
Studying Classroom Interaction During a Design-Without-Make Assignment
Get PDFThis paper explores ways in which data collected during designerly activity in a Secondary Design and Technology Classroom in the UK, can be analysed with a view to ascertaining the features of the classroom interactions which facilitate the development of designerly activity in ‘fledgling designers’ (Trebell, 2007). The paper builds upon earlier work (Trebell, 2007, Trebell 2008) including a pilot study (Barlex and Trebell, 2007). One research question drove this of study: What are the features of the classroom interactions that support pupil’s design activity? This paper presents, analyses and discusses the video data collected throughout the duration of a design-withoutmake assignment. The data was analysed against threeanalytical categories drawn from the literature. These consist of: (a) Design decisions (Barlex, 2005), (b) Learning conversations (Corden 2001; Coultas, 2007; Hamilton, 2003; Kumpulainen & Wray 2002; Wegeriff and Mercer 2000) and (c) Scaffolding and Mediation (Schaffer, 1996; Tharp and Gallimore, 1988) supplemented by a range of emergent categories drawn from the data. Findings indicate that the features of the classroom interactions which support the development of designerly activity in fledgling designers are complex, multi-facetted and either enabled or disabled by the pedagogic stance adopted by the teacher
Yep – We Can Do That: Technological response to the curriculum ‘needs’ arising…
Get PDFNew Zealand has recently released a new national curriculum presented as the New Zealand Curriculum(NZC) (Ministry of Education, 2007). This document has significant implications for the future redevelopment of both the compulsory school curriculum and the noncompulsory senior secondary school curriculum. After a general introduction, this paper is divided into three main sections. In the first section, I explain the ‘givens’ presented in the NZC, these being the overarching Principles, Values and Attitudes, and the Key Competencies. I also outline the concept of ‘Learning Areas’ – as opposed to subjects. In the second section, I provide a brief overview of technology in New Zealand and present the key constructs of the revised technology learning area in the NZC. In the third section, I discuss and illustrate ways in which technology education can work to address the ‘givens’ in innovative ways that support the development of student technological literacy and general citizenship. I conclude the paper with an acknowledgement of potential issues, and express my opinion that while technology is well placed to respond to ‘needs’ arising, we should also be thinking about how much of this responsibility we should take on
Design and Craft Education in Iceland, Pedagogical Background and Development: A literature review
Get PDFSloyd pedagogy was introduced towards the close of the18th century to Icelandic educators. Subsequently craft was established as a specific subject aimed at general education. In the beginning craft was called “school industry,” to distinguish it from “home industry” whose aim was to help homes to be self-sufficient for commercial purposes. Different curricula focusing mainly on craft were developed until 1999 when craft was re-established as a new technological subject, based on a rationale for technological literacy, innovation and design. The new subject, Design and Craft was influenced by the national curricula of New Zealand, Canada and England and a specific Icelandic model for Innovation Education. Designand Craft education is compulsory for all grades 1-8 (ages 6-13), but optional for grades 9-10 (ages14-15). In th new subject students base their idea generation and design on authentic problems and make their artefacts from resistant materials. They design systems based on electronic circuits, mechanisms, pneumatics and structures. In this article the authors describe the pedagogical background of the subject and the curriculum development
Gathering Empirical Evidence Concerning Links Between Computer Aided Design (CAD) and Creativity
Get PDFDiscussion is often reported concerning potential links between computer-aided designing and creativity, but there is a lack of systematic enquiry to gather empirical evidence concerning such links. This paper reports an indication of findings from other research studies carried out in contexts beyond general education that have sought evidence relating CAD and creativity. It describes the establishment of a framework for gathering empirical evidence to support the analysis of links between CAD and creativity, via the observation of creative behaviours, which was developed from published literature largely relating to the area of cognitive psychology. It notes some initial research findings concerning the use of this framework in analysing the use of CAD in postgraduate design projects completed at Loughborough University. These results demonstrate the occurrence of creative behaviours in association with the use of CAD when designing. Finally the significance of these results is discussed within the wider context of design modelling
Are Design and Technology Teachers Able to Meet the Challenges Inherent in the theme for this Conference ‘D&T – A Platform for Success’?
Get PDFSeeing Technology Through Five Phases: A theoretical framing to articulate holism, ethics and critique in, and for, technological literacy
Get PDFThis article presents a tentative framing that has emerged out of one person’s theorised and reflective professional practice with pre-service primary and secondary Design and Technology teachers as well as with practising teachers, school leadership teams and curriculum policy designers and writers. Over many years, several curricular and pedagogical challenges have presented themselves and, in part, the framing is an attempt to address such challenges. However, the framing principally engages with the major challenge of helping ‘make the invisible visible’. That is, given the pervasiveness and complexity of the phenomenon of Technology (big ‘T’), is there a way of helping ‘see’ it more easily? It is hoped that this theoretical framing might be a valid contribution the development of ethical technological literacy. Critical commentary is sought
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Design and Technology Education (LJMU)BLResearchDay (LJMU)Journal of Living Labs (LJMU)Journal of Natural Products Discovery (L...Journal of Social Media for Learning (LJ...Student Law Journal (LJMU)PRISM (LJMU)Public Health Institute Journal (LJMU)SPARK (LJMU)Student Experience Proceedings (LJMU)Transformation in Education (LJMU)Innovations in Practice (LJMU)Links to Health and Social Care (LJMU)
Design and Technology Education (LJMU)BLResearchDay (LJMU)Journal of Living Labs (LJMU)Journal of Natural Products Discovery (L...Journal of Social Media for Learning (LJ...Student Law Journal (LJMU)PRISM (LJMU)Public Health Institute Journal (LJMU)SPARK (LJMU)Student Experience Proceedings (LJMU)Transformation in Education (LJMU)Innovations in Practice (LJMU)Links to Health and Social Care (LJMU)Access Repository Dashboard
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