Design and Technology Education (LJMU)
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Developing a strong research base
Get PDFThis keynote address gives an overview of some of the key factors in developing a strong research base for design and technology education. In particular, the deconstruction and reconstruction of the conceptual basis of design and technology as a subject, securing and making accessible the records of the work of past researchers, establishing a strong framework for the on-going international conversations that will generate progress, and ensuring that new researchers are supported in establishing their place within this framework. These are illustrated through a discussion of the ideas culture that has shaped design and technology as a school subject in the UK, and the weaknesses of current models of designing and representations of technological knowledge. Recent contributions are noted, such as Doyle’s concept of ‘technicity’, which might provide a stronger basis for future developments. Recent research agendas are restated and the key refereed research publications are noted. Arguments are put forward for the merits of looking back to the 1970s, when design and technology was emerging, in order to cast new light on current positions. Reference is made to three new publications targeted at supporting this agenda and, in particular, Designerly Activity and Higher Degrees, which was based on a seminarseries given by Professor L Bruce Archer
Creativity in education : a review
Get PDFAs part of a series of literature reviews that will occur within this and subsequent editions of the journal, this paper aims to locate a discussion of creativity in education within a discourse that is appropriate and accessible fordesign and technology (D&T) educators. In doing so, literature relating to: defining creativity; the context of creativity research and the relationship of design and technology and creativity, will be discussed. Inevitability, thisreview of creativity merely scratches the surface of a large body of literature and consequently some aspects of the topic have not been covered
A creativity feedback package for teachers and students of design and technology (in the UK)
Get PDFThe UK Design and Technology National Curriculum (2000) is introduced by an ‘importance of design and technology’ statement, which proposes that by studying the subject, students learn to ‘think and intervenecreatively’, ‘become creative problem solvers’ and ‘become innovators’. Teachers of the subject in the UK, however, can look in vain for any practical evaluative tools to help them attach importance to students’ creativeprocesses and products, especially in terms of summative assessment. The GCSE (General Certificate of Secondary Education) exam boards’ coursework or teachers’ guides provide no guidance. For example, no mention of ‘creativity’, ‘creative’ or ‘innovation’ can be found in teacher guides issued by the two main UK design and technology exam boards, Edexcel and AQA (Assessments and Qualifications Alliance). It seems as if creativityis an expected by-product of following the UK National Curriculum (NC). As part of a doctoral thesis completed at Goldsmiths College, University of London, a ‘creativity feedback package’ (CFP) was developed to assist both teachers and students to be clear about what creativity is in design and technology, and how it may be rewarded. This paper is a brief synopsis of some of the major findings from this three year research project, carried out with the aim of developing materials which recognise and support creativity for learners at Key Stage 3 (age 12-14)
Exploring teacher activity in primary design and technology lessons
Get PDFThis paper illustrates actions and behaviours employed by English primary school teachers in teaching design and technology in the present context of the statutory National Curriculum framework for primary design and technology. It considers perspectives relating to general pedagogy, teacher activity and the possible contribution of learning theory and factors which influence choice of teaching methods. A number of sources of evidence are utilised including school inspection reports, teacher interviews and lesson observation. Two contrasting lessons,which illustrate some of the tensions faced by teachers, are considered and aspects ofrelevant statutory and non-statutory curriculum and guidance documents are explored. Based on a small nonrepresentative sample this research sought to illustrate and explore teaching activity, a larger sample would be required to confirm the findings. A source of tension is identified in that teachers are charged with deliveringspecified knowledge and skill based outcomes, whilst at the same time developing pupil creativity. Suggestions ofalternative approaches to the categorisation of teaching methods, including a form of taxonomy of primary design and technology methods, are made
The John Eggleston Memorial Lecture: DATA 2005 Design and Technology for the Conceptual Age
Get PDFTwenty years ago I spent a year studying the Design Process in CDT in the UK on a Fulbright Scholarship. Pre-National Curriculum, it was an exciting time to be a technology educator. Among the people whose work had impressed me in my doctoral research were Bruce Archer, Ken Baynes and John Eggleston. It is on Professor Eggleston’s influence on American technology education that I attempted to focus for this lecture. John Eggleston was responsible for many of the values that underpin our conception of Design and Technology in both the US and the UK. His ideas are among the most humanizing principles underlying our conception of design and technology as a new school subject for all students. Recently in the US, however, technology education has begun to take engineering as its professional model, a considerably narrower view of our enterprise than some of us have envisioned. There are many reasons for this, political, cultural and economic. The most significant may be a result of an expected shortfall of engineers, since tightened national security has limited the number of foreign engineering students who have traditionally studied and then stayed to work in the US. This influence tends to shift technology education from general education to a pre-professional or pre-vocational offering. During the 1990s, many of us in technology education based our view of the field on a continuum of designerly activity ranging from the artistic to the scientific. A recent book by Daniel Pink, titled A Whole New Mind, supportsthe view that the skills most valuable for the highly technological future, in both careers and life in general, may not be those left-brained skills associated with engineering, but rather the more right-brained capabilities typical of the designer. The left-brain/right-brain juxtaposition is a key component of Pink’s argument. He points out that information technology is replacing or at least devaluing the logical, analytical capabilities of the left brain, much as mechanical devices devalued human strength and dexterity and took us into the industrialage. Pink feels we are now moving beyond the information age and into the conceptual age, where creativity and empathy will be the critical factors in success of all kinds. He identifies six “senses” that will be of major importance in business, healthcare, law, economics and other key enterprises and provides strategies for assessing and strengthening these senses. Many of the activities he suggests would be familiar to design and technology teachers. The whole new mind that Pink describes is highly consistent with the broad definition of technology education articulated by John Eggleston. Pink’s observations suggest that the left brain-directed abilities that currently characterize engineering are only part of the picture of the technological literacy and capability; hopefully, a more holistic version of technology education will lead the way into the Conceptual Age
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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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