Design and Technology Education (LJMU)
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Challenges facing teachers in the teaching of design and technology education in Botswana’s primary schools
Get PDFIn this paper the background to the introduction of design and technology in Botswana’s schools is examined. The introduction was flawed as it left the foundations years weak, that is design and technology was first introduced at senior secondary school and subsequently at junior secondary. In 2006, the subject was introduced at primary schools level. This approach posed a lot of challenges especially to primary school teachers in terms of professional development. design and technology at primary school level is offered as one of the eight modules making up the Creative and Performing Arts (CAPA). Primary school teachers were not involved in the development of the CAPA curriculum. An action research case study was conducted in Gaborone primary schools to establish the extent of the challenges facing the subject and how they can be addressed. This paper reports on the findings that were made at the workshop for teachers ofCAPA. The findings indicate that teachers are ill-prepared to teach CAPA and it is only through extensive in-service training that such challenges can be addressed
CRIPT 6th International Primary School Design & Technology Conference 2007 – Paper abstracts
Get PDFIt is ten years since CRIPT was established and we held the first International Primary Design and Technology Conference in Birmingham. Since then, we have hosted the conferences biennially and we are delighted to be able to host this sixth conference June 29th – July 3rd 2007. Colleagues from every continent have joined in sharing their research and curriculum development work through the many and varied papers presented, and the Conference Proceedings have become a major source of information for thoseengaged in the development and implementation of the subject worldwide. CRIPT has always subscribed to the notion of the importance of the inter-relationship between theory and practice, and ensured that this was adhered to throughout the conference. CRIPT has continued to place papers into two sections – research and curriculum development, and as in 2005, there were presentations by children involved in a design challenge, set by Sebastian Conran, and in work on Sustainability. In the two intervening years since the last conference, it appears that the focus of work illustrated by the papers is now on review and consolidation of policy and practice rather than the introduction of the subject into new countries. The papers mainly reflect the work of individuals or small groups working on and researching particularaspects of implementation both in school and in Initial Teacher Education. Designing is certainly one theme that emerged at both this and previous conferences, and is an area that still needs to be explored in greater depth to ensure children are given appropriate opportunities to develop their critical and creative thinking skills
Innovative performance and virtual portfolios - a tale of two projects
Get PDFIt has become increasingly evident over the last few years that a number of pressures have combined to reduce learners’ innovative performance at GCSE in design and technology. ‘Playing safe’ with tightly teachermanagedprojects has been seen to be a formula for schools guaranteed A-C pass rates. The first research project described here outlines an approach developed in TERU at Goldsmiths College to shift the balance of assessment in favour of learners who can demonstrate innovative, risk-taking performance. At the successful conclusion of this first project, we were invited to explore theextent to which the approach we had developed could be made to work with digital tools and result in virtual portfolios. This second project ‘e-scape’ is now in a second phase of development and will result in school trials in June and July 2006. It has profound messages for the future not only of design and technology, but also of performance assessment more generall
Formative assessment in the learning and teaching of design and technology
Get PDFThe first parts of this paper summarise recent work on the development of formative assessment methods, set out a precise definition of formative assessment, and discuss briefly the aims of Design and Technology which such methods should help to achieve. The following sections discuss in turn feedback in questioning and classroom dialogue, feedback given in writing, peer- and selfassessment and its link to development of peer-group work amongst students, and the formative use of assessment designed primarily to serve summative purposes. These sections include examples of classroom work in design and technology, drawn mainly from other authors. In a closing section I argue that any successful development of formative assessment will depend on implementation of two key strategies. One must aim for careful selection and presentation of tasks which both reflect the key aims of the subject and provide opportunities to engage students in formative dialogue. The other is to create opportunities, including allotted time, for collegial sharing between the various teachers of these students in order to secure both consistency for those students and mutual support between teachers in developments which have been found to be both challenging yet rewarding
Developing an understanding of the pedagogy of using a Virtual Reality Learning Environment (VRLE) to support Innovation Education (IE) in Iceland: a literature surveyInnovation Education (IE) is a new subject area in the Icelandic national curriculum. Th
No full textInnovation Education (IE) is a new subject area in the Icelandic national curriculum. The aim is to developstudents’ abilities to innovate, with a particular focus on ideation skills. A Virtual Reality Learning Environment has been subsequently developed to provide a supplementary context for teaching and learning Innovation Education with certain advantages over conventional classroom activity. This paper reports on the literature search which was conducted to support an action research project aiming to develop an understanding of an appropriate pedagogy relating to this context. The authors firstly describe the context for the research. The literature review strategy is based on the researchquestions:1. How does the use of the VRLE affect the pedagogy of developing students’ ideation skills in InnovationEducation in the Icelandic context?2. What are the key issues concerning the teacher’s role in using the VRLE for supporting students’ ideation in IE?Terminology in the area of ideation, innovation, and virtual reality learning environments is defined and relationships established. The characteristics of VRLEs are illustrated. The pedagogy used with IE in a conventional classroom setting, prior to the introduction of the VRLE, is presented. Pedagogical models on using virtual reality learning environments in school education are then explored. Many are related with Constructivism, Computer Supported Communication Learning, and Computer Mediated Communication. Principles are identified and contrasted with IE pedagogy as it stood before the introduction of the VRLE and subsequently with its use. Conclusions are drawn enabling the authors to conduct an action research phase of the project in which the VRLE was used by teachers and pupils in Icelandic schools
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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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