Design and Technology Education (LJMU)
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Technology in Compulsory School – Why? What? How?
Get PDFWith this article, we wish to make a contribution to the ongoing debate about the nature of technological literacy, by sharing our views of what goals are important to strive for within technology as a school subject in compulsory school, six to fifteen-year old pupils, as well as our ideas concerning what kinds of knowledge the pupils should be enabled to acquire. The goal is to develop the pupils’ ability to work in projects, to work with problem solving and to make sure that the pupils gain a technological awareness about the technology of their local environment, and to improve their ability to communicate by means of differentpresentation techniques. The capabilities the pupils should be able to acquire within the technology subject are tied to a concrete content. We discuss the issue of learning material and what ways of working are proper to projects dealing with problem solving. In this discussion we are using the concept ‘shaping of technology’. In the process of shaping within the technology subject at school, meaning is created, and both theory and practice are interwoven in this process. The shaping process in technology education is similar to design methods of engineers, industrial designers and in particular architects. However, unlike them, pupils will not discover, create or develop useful technical products but will instead gain insight and knowledge about the origin and function of technology and its importance to people, nature and society
Reflecting on professional practice : capturing an industrial designer’s expertise to support the development of the sketching capabilities of novices
Get PDFThis paper reviews the importance of sketching to designers and clarifies the key techniques used at different stages of designing. The analysis of the author’s sketching expertise is described and a survey of undergraduateperceptions of sketching was carried out using the Nominal Group Technique (NGT) and a questionnaire. A revised strategy for the teaching and learning of sketching to first year industrial design and technology undergraduates is outlined and early observations of its implementation are reported
Exploring low ability and disaffected pupils’ perceptions of the relevance of design and technology : a case study with a group of pupils aged between 14 and 16, Key Stage 4
Get PDFThis paper describes a case study carried out to establish a group of low ability and disaffected pupils’ perception of the term ‘relevance’ with particular reference to design and technology. Discussion of the relationship between pupils’ perceived relevance of an activity and their levels of engagement has appeared on the UK educational agenda, (Ofsted 2005, 51-52, Davies et al, 2004, 147, Daniels et al 1998, 5.5, Denton, 1992), but not with the frequency which might be expected. Initial research suggested that pupils at this school had a very positiveperception of the ‘relevance’ of design and technology. In contrast the literature reviewed suggested that pupils in their samples had a low perception of the ‘relevance’ of design and technology. The findings suggest a dualunderstanding of ‘relevance’: in terms of present/situational and in terms of preparation for a particular purpose. The group of pupils in this research perceived ‘relevance’ more in terms of present/situational, and the implications of this finding for educational practitioners and other stakeholders is discussed
Enhancing Learning Through Collaborative Inquiry and Action
Get PDFA social constructivist view of learning places particular emphasis on collaboration, interpersonal skills andsocial aspects of learning. The emphasis of this research study is on children’s learning and learningenhancement through cognitive conflict, social construction and metacognition during collaborative design and technology problem solving. The work evolved from the author’s involvement with a Comenius 2.1 European project entitled DIAL:Connect (using dialogue to connect learning minds). Pupils worked in groups to develop a solution to a design and technology challenge that originated from within a story context. The children were encouraged to use dialogue as a tool for thinking in their collaboration: questioning, clarifying, challenging, reviewing and reflecting. The nature of the teacher intervention during the collaboration and reflective inquiry became a main focus of this research. The same teacher was involved with each of the three groups in the research study, but to a greater or lesser extent. The hypothesis that quality of learning and learning outcome are dependent on the quality of communication; the reasoning and creativity embedded within the collaborative dialogues, was tested. Three composite groups, two girls and two boys, engaged with the same technology challenge, but at different times. Whilst the pupils were from the same year group of 11 yr olds, they were more used to working independently than interdependently. Having agreed the ground rules beforehand they were encouraged to work collaboratively and be reflective in action. Video and audio recordings of each group facilitated analysis of the verbal interaction and group dynamics. A qualitative content analysis of the transcripts showed interpersonal relationships and the language of thinking, action and productive activity to be better managed by the third group. This group appeared to be better coordinated, more cohesive, and moreproductively engaged than the other two. There was greater goal conformity, tolerance of different viewpoints and the teacher adopted a key role in the orchestration and mediation of learning. All of thisseemed to impact significantly on the quality of learning and learning outcomes
Approaches to Assessment of Technology Education in Taiwan
Get PDFLocated in the Pacific Ocean about 160 kilometers across the Taiwan Straits from Mainland China, Taiwan is an island country where Confucian-heritage culture remains. In the past few decades, technology has driven the massive development of the economy in Taiwan, therefore the technology education inTaiwan’s schools aims to help all students towards a lifetime of technological engagement. The trends oftechnology education reform all over the world indicate that more and more concerns have been focused increasingly on student assessment (Custer, Valesey, & Burke, 2001). Leung (2000), for example,stated that assessment incorporates emerging ideas in the understanding of learning. That is, if technologyteachers make good use of assessment, they can help students in learning technological literacy. This paper backgrounds the national technology education curriculum and explains the approaches to assessing students’ technology learning in Taiwan
Technology and Design at Key Stage 3: Perceptions of challeng
Get PDFThe Educational Reform (Northern Ireland) Order (1989) created Technology and Design as a new and compulsory component of the curriculum for all pupils at Key Stage 3. This research investigates the range of challenge that the teachers of Technology and Design perceive to exist for them as they seek to deliver this subject. A questionnaire was constructed and forwarded to all teachers (578) of Technology and Design in Northern Ireland and analysis of the 220 responses received revealed a number of significant factors. These factors were further explored using semi-structured interviews with 24 teachers. Three main issues are identified and discussed. Firstly, issues related to the Management of Technology and Design and its implementation in the classroom are considered. The challenges presented here relate to the management of teaching and learning within the subject; for example project work, health and safety, resources and staff support, both technical and financial. Other challenges focus upon class size, subject time allocation, recruitment and subject groupings, assessment and generally ‘keeping things on track’. The second group of challenges relates to Development within Technology and Design and these are focussed upon the evolving nature of the subject and the need to keep up-to-date with the ever-changing subject content. Finally the actual teaching of the subject and some of the challenges involved are considered. Technology and Design is perceived to be an important and indeed a very valuable subject but it presents many challenges to the teachers involved
Exploiting Popular Culture: Exploring pedagogical and motivational approaches for design and technology education
Get PDFThis paper describes a case study of pedagogical developments carried out with teachers and secondary school students in response to new curriculum content in Product Design courses presented in Scottish secondary schools. The pedagogy attempts to challenge the anti-commercial manufacturing attitude that prevails among teachers and students and is based on motivational principles. It makes explicit use of the language and tools of popular media culture, specifically ‘ask the audience’ interaction and investigative forensic science. An electronic voting system is incorporated as an introduction to detailed product evaluation and technical analysis collaborative activities. It examines the educational potential of such ICT systems to help students explore emotional response, product semantics and value judgements and make connections to commercial manufacturing detail design
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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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