Design and Technology Education (LJMU)
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Design and Technnology Education: Whose design, whose education and why?
No full textThis paper seeks to demonstrate the significant, if not essential, place of design in our lives and in the technological world. Further, it contends that such a significant presence warrants a role for design in the general education of all students in two principal ways. In one way, it presents design as necessary to the integrity of Technology Education. In another, as a result of this necessary integrity, it argues a case for the key role of Design and Technology (D&T) Education as a core component of any ethically defensible curriculum of a state education system. The case presented is not limited to any particular society or educational jurisdiction
The Impact of Knowledge Creation and Technology Education on New Product Development
Get PDFThe aim of this article is to investigate and bring to light the constructive impact of Knowledge Creation and Technology Education on the process of New Product Development. This is done under the competence-based perspective of the organization, where knowledge is the point of departure and the individual – in this case the industrial employee – is the relevant unit of analysis ten research enablers were exploited in order to evaluate how New Product Development is influenced by knowledge (tacit and explicit), Knowledge Creation (socialization, externalization, combination and internalization) and Technology Education (competence, skills, commitment and fit). Surveys collected from 486 employees, of 51 industrial companies in Spain, were analyzed in order to test the hypothesis. The results of this study allow us to draw conclusions on the significance of the impact that knowledge, Knowledge Creation and Technology Education have, each one on its own and all three combined, on New Product Development
Technology Education for Sustainable Futures
Get PDFThe article develops the argument that Technology Education has a particular and important role in achieving sustainable futures within different societies. The starting point for this article is an observation of two boys making toys out of materials that would normally be thrown away. Implicitly these activities contribute towards sustainable futures through utilizing waste and using fewer resources. However, how these activities can be transformed into classroom activities, so they would be the part of education for sustainability learning and contribute more to sustainable development, and how they would be different for different contexts are the questions addressed in this paper.Activity theory, and the model of an activity system, developed by Engestrom (1987) are used to analyse the differences in unstructured and structured activities of the children involved in the creation of toys and the conclusion is made that the differences are related to almost all components of the activity model. Then, the comparison is made between structured activities within different contexts. The conclusion is drawn that the main difference isconcerned with the object of activity.The case study of Russia is used to analyse the specificity of a particular context (Nizhny Novgorod region) and to identify the object of activity relevant to technology education classroom within this region. The conclusion is made that a theoretical analysis on the basis of activity theory and a case study approach demonstrate that Education for Sustainability (ES) can be effectively addressed via technology education. However, it is necessary to pay particular attention to the object of students’ activity, so it would be relevant to the particular context
Design for Experience: a New Rationale
Get PDFSolving problems is a dominant rationale for technology education students engaging in design. This is evident throughout various technology education curricula; and subsequently influences teaching and learning. An alternative design paradigm supported by prominent examples within commercial design theory and practice examines the notion of ‘design’ as facilitating human experiences rather than predominantly solving technological problems. It argues that this ‘new’ paradigm has, through social and commercial imperatives, become the dominant rationale for most contemporary design contexts. Applied within an educational context, both paradigms have implications for teaching and learning. The design as problem solving paradigm of technology education has been elaborated for a number of years through curriculum documentation and teacher support material. The design as experience paradigm of some commercial designers is developing, and may represent a new and progressive dimension of student designing
Preparing Learners for the Innovation Economy: It’s time to rethink almost everything about technology education
Get PDFHave you ever noticed that when the economy shows strong growth in job creation, the stock market often drops, when jobs are slashed by as many as thousands or that when a company invests in new labour replacing technology in its production, the stock value of the companies involved rises (Chasan, 2006; Isidore, 2005)? Despite all the efforts to produce skilled people in traditional fields, the tide of sustainable employment in those areas, appears to be structurally prohibitive raising basic questions of whether traditional perceptions of Technology in school curriculum remains viable and whether a rethink of why Technology ought be taught is now due for a new discourse. In our complex new world, the one right here and now and unfolding outside the school gate, we ought cast forward and rethink the new opportunities before us with Technology studies as a subject in waiting. This paper explores the proposition that, in the context of understanding the role of innovation and knowledge in the world economy, it may be time to completely rethink the role of Technology in schooling as having a unique purpose in the curriculum. One that is characterised by its focus on graduate attributes rather than specific traditional equipment skilling expressed in the finish of ‘objects’ and by its responsive behaviour to a modern world economy, with complex social and ecological pressures
Review: Footprints in shifting sands: Ten years of editorials from the DATA journal (1996-2005)
Get PDFThe Professor John Eggleston Memorial Lecture 2006 Values, human judgement and sustainability in design and technology education
Get PDFThis lecture seeks to explore some aspects of the conceptual progress that has been made in design and technology education since the pioneering work of Professor John Eggleston (1971). This exploration draws on research conducted within the Design Education Research Group at Loughborough University over the last ten years, which indicates the crucial part that human judgement plays in design decision[1]making. The implications are discussed within the context of the sustainability agenda and the role of appropriate eco-design tools is noted. The vital contributions of ‘learning by doing’ and a ‘hands-on approach’ are emphasised and the key relationship between innovation, designing and the articulation of knowledge is recognised. The lecture concludes by discussing the importance of this relationship, as well as taking interdisciplinary approaches, for research and curriculum development in design and technology education.  
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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)Access Repository Dashboard
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