This paper builds on a previous work by the authors concerning a new framework for an undergraduate design and technology teacher training programme at a university in England (Hardy & Barlex, 2012). This paper reports on a module within this undergraduate design and technology (D&T) teacher training course that aims to support the modernisation of the D&T curriculum in schools and includes opportunities for initial teacher education (ITE) students to debate and develop their own knowledge of scientific and technological changes (Ofsted, 2011; Williams, 2009). The module attempts to respond to some of the challenges for D&T and teacher education identified by Barlex (2011) and Dow (2006).

1. Engaging pre-service teachers in
the modernization of the
secondary school design &
technology curriculum
Alison Hardy, Senior Lecturer in
Education, Nottingham Trent University
David Barlex, D&TforD&T

2. Why modernise?

3. Assignment brief

4. Mainly
Making
Design & Technology
in Education &
Society
Designing
& Making
Mainly
Designing

5. Learning outcomes
1.
Become knowledgeable about significant
and contemporary developments in
technologies and design;
2.
Understand how
ethical, cultural, economic and
environmental factors influence the
design of products, systems and
environments and can affect
technological change;
3.
Engage in appropriate activities that
highlight the need for debate, tolerance
of beliefs and respect for values in
dealing with controversial and/or social
issues
4.
Consider the process of technological
change and the technological issues in
society within the context of Design and
Technology education

6. Student support

7. Evidence
• 26 pieces of evidence from:
– Wiki
– University survey
– Tutor comments

8. Evidence & discussion
1. Become knowledgeable about significant
and contemporary developments in
technologies and design;
University survey
‘Gaining experience in new topics which were new to us’
Wiki
Tutor comment
Energy resources: ‘Excellent technical understanding’

9. 2. Understand how ethical, cultural, economic
and environmental factors influence the
design of products, systems and
environments and can affect technological
change;
Wiki:
Wiki
Student seminars:
Outline how disruptive technologies will
affect teachers and the classroom
University survey
‘Everything we learn about makes us question what we already know’

10. 3.
Engage in appropriate activities that highlight the need
for debate, tolerance of beliefs and respect for values in
dealing with controversial and/or social issues
University survey
‘Everything we learn about makes us question what we already know’
‘Given ideas of how I could run sessions in the future’
Tutor comment
Power of the supermarkets:
‘Excellent balance about the
argument for & against
supermarkets’

11. 4. Consider the process of
technological change and the
technological issues in society within
the context of Design and
Technology education
‘Tutor comments
1. Some good ideas about how to utilise the topic in D&T although I
wonder about your reliance on biology for this assignment.’
2. ‘Good understanding of how to engage pupils in D&T, e.g.
starting points and inspiring their creativity’
Seminar activities:
• Cradle to Cradle seminar asked for reflections on ‘Based on your
reading, discussions and the video from the session, so (sic) you this
this will increase or decrease? What is a good example of
cradle2cradle?’
• Energy resources: Students were grouped and asked to give reasons
why a particular method should be the main alternative.

12. Discussion
× No single topic addressed each of the
learning requirements
Only two topics addressed three
requirements; these were food security
and cradle to cradle.
× Several topics did not support any of
the requirements: these were product
development, manufacturing systems
and globalisation.

13. Issues
• Topics were provided by partnership
schools: met their needs rather than
the modernisation agenda.
• Focus on how fundamental to D&T’s
development the modernisation
agenda is and trainee teachers’ role
within it.
• Provide more meaningful opportunities
to work in schools prior to and during
this module.

14. Next steps
• Revise topic list to support new and
emerging topics as a central aspect of
the modernisation agenda
• Supporting the students who have
taken the module in using the
knowledge, skills and values learnt in
their teaching practice

15. Questions
• How are these students using the
knowledge, skills and values learnt in
their teaching practice?
• How can the course and school tutors
work together with students to create
teaching activities?