Engaging pre-service teachers in
the modernization of the
secondary school design &
technology curriculum
Alison Hardy, Se...
Why modernise?
Assignment brief
Mainly
Making

Design & Technology
in Education &
Society

Designing
& Making
Mainly
Designing
Learning outcomes

1.

Become knowledgeable about significant
and contemporary developments in
technologies and design;

2...
Student support
Evidence
• 26 pieces of evidence from:
– Wiki
– University survey
– Tutor comments
Evidence & discussion

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
envi...
3.

Engage in appropriate activities that highlight the need
for debate, tolerance of beliefs and respect for values in
de...
4. Consider the process of
technological change and the
technological issues in society within
the context of Design and
T...
Discussion

× No single topic addressed each of the
learning requirements
Only two topics addressed three
requirements; t...
Issues

• Topics were provided by partnership
schools: met their needs rather than
the modernisation agenda.
• Focus on ho...
Next steps

• Revise topic list to support new and
emerging topics as a central aspect of
the modernisation agenda
• Suppo...
Questions

• How are these students using the
knowledge, skills and values learnt in
their teaching practice?
• How can th...
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Engaging pre-service teachers in the modernization of the secondary school design & technology curriculum: Hardy Barlex PATT27 presentation

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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).

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  • Here two of these principles: developing a perspective on technology and enabling technological capability, will be used to justify the modernization of the design & technology curriculum in England. New technologies and technological practices are continually influencing our lives as they permeate society. If young people are to gain insight into this as required by developing a perspective on technology it is essential that they consider such technologies and practices as they emerge. Hence the curriculum must respond by continually updating this aspect of itself. In developing and demonstrating technological capability pupils will be required to devise and produce technological outcomes in a variety of forms. If the tasks through which pupils develop such outcomes are to be authentic then the way such products are designed, made and function should as far as possible reflect technological practice in the world outside school. This is not as outlandish as it might seem. Professional level digital design tools are freely available on line and digital manufacturing is increasingly becoming affordable for schools (Barlex and Stevens, 2012) and recently, July 8 2013, the government in England commented that "Three-dimensional printers will become standard in our schools – a technology that is transforming manufacturing and the economy. (Guardian, 2013). The way products work can now incorporate embedded intelligence with relative ease. If pupil capability is to embrace these possibilities then the technology curriculum must respond through modernization. Again the curriculum must respond by continually updating this aspect of it.
  • An ITE module in response to modernizationThis module is part of the course's curriculum framework which has four elements:1.Mainly designing2.Mainly making3.Designing and making4.Design and technology in education and societyThis graphic shows the four elements which make up the modules as horizontally aligned rather than vertically stacked representing the belief that no one part if more significant than the other. The element of Design and Technology in Education and Society is where students debate and develop their own philosophy of the school subject D&T, their understanding of technology and is impact. The overarching aim of the module discussed in this paper is to provide students with space to develop their knowledge and understanding of topics that relate to the modernization agenda with a particular emphasis on developing a perspective on technology (see Hardy and Barlex (2012) for more detail of the curriculum framework).
  • Learning outcomes for moduleThe impetus to develop this module came from frustration with the course team’s relative ignorance about topics relating the interaction of technology and society and the impact of technological activity on both the made and natural worlds. This was compounded by our observation of school practice in which such issues were dealt with mainly through a bolt on approach to sustainability (Pavlova and Pitt 2009) involving little more that a ritualized treated of the 6Rs (rethink, refuse, reduce, reuse, repair and recycle) usually limited to recycling and reusing (Practical Action 2013). There was little if any reflection on issues that required critique particularly with regard to aspects that could be considered in the broad terms of justice and stewardship. Hence the module was developed so that students would meet the following requirements:
  • You are to research one topic from the following prescribed list: Cradle to CradleActive ConsumerDesigning for the other 90% projectFood securityProduct developmentImpact of TechnologyEco textilesGlobalisationDisruptive technologyPower of the supermarketsEnergy resourcesManufacturing systemsYou will use your research to lead a 90 minute seminar. Your research (an extended piece of writing), additional findings resulting from the seminar and a critique of your seminar will be submitted as part of an e-portfolio presentation. The extended writing should include:Discussion on your seminar topic;Consideration of how the topic could be taught in schools, developing pupils’ creativity, thinking and problem solving skills;Reflection, with evidence, on the value of your seminar topic to design and technology education.
  • The following comments posted on the wiki, made during the seminars by the tutor, taken from the seminar presentations and made in the university survey can be seen as an indication of the students acquiring relevant knowledge, understanding, skills and values. Each piece of evidence is numbered for ease of reference in the discussion section.Wiki was central to the moduleI modelling how to prepare and run a seminar
  • Engaging pre-service teachers in the modernization of the secondary school design & technology curriculum: Hardy Barlex PATT27 presentation

    1. 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. 2. Why modernise?
    3. 3. Assignment brief
    4. 4. Mainly Making Design & Technology in Education & Society Designing & Making Mainly Designing
    5. 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. 6. Student support
    7. 7. Evidence • 26 pieces of evidence from: – Wiki – University survey – Tutor comments
    8. 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. 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. 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. 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. 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. 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. 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. 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?

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