DTES2: Session 1
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Introduction to the module Design and Technology in Education and Society 2 at Nottingham Trent University. This ppt is based on work by Dr David Barlex.
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The teacher will teach 50 second grade students in a remote village about the four seasons using digital educational technology. As a teacher in the digital world, they will utilize technology-based instructional methods like information and communication technologies, computers, online/web-based resources, and mobile/wireless devices to teach the class from a distance. Educational technology is defined as the study and ethical practice of designing, developing, using, managing and evaluating technological processes and resources for learning.
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This is a PPT presentation developed as the basis for a class introduction and discussion about integrating technology and Web 2.0 into our classroom more.
I've had some reluctant students in past semesters who have not taken to some of the tools I've introduced because either:
a) they weren't confident with technology and sought to avoid using it
b) perceived that these sorts of tools and approaches didn't belong in the classroom (a view I think we teachers are guilty partly to blame for).
So I created this as an intro for the new semester to provoke discussion and hopefully get all students on board, even those from the above two categories. :)
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1. The document discusses a study that aimed to understand the values attributed to Design and Technology (D&T) by different groups including subject teachers, non-subject teachers, pupils, and school leaders.
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Valuing design and technology education
Selected slides from a presentation for colleagues at FHNW University of Applied Sciences and Arts Northwestern Switzerland on Monday 10th December.
My talk is in 3 parts:
the influence and origins of our values
the value of D&T education
design fiction as a response to an enduring value of D&T
Design fiction
Presentation given at D&TA East Midlands branch meeting on Monday 27th November.
I introduce design fiction as a pedagogical approach to sue in D&T lessons teaching pupils about new and emerging technologies (such as robotics, AI, synthetic biology and additive manufacturing).
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This document provides an overview and guidance for two modules on educational research. It outlines the aims of the modules to extend students' knowledge of research strategies and techniques, develop critical analysis skills, and understand ethical issues. Students will gain practical research skills and learn to critically review other researchers' work. The document provides guidance on assignments, including section lengths and requirements. It defines educational research as the systematic and ethical process of answering education-related questions through collecting and analyzing relevant data to develop new understandings. Educational research is described as both scientific in seeking new knowledge and political in aiming to create change.
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I gave an overview of D&T education in the UK, and discussed the value of D&T. We ran out of time for the design fiction section.
The visit was funded by the UCET Travel scholarship (http://www.ucet.ac.uk/scholarships).
Many thanks to the UK based D&T teachers who shared photos of their D&T classrooms.
Rhetoric and interpretation: values attributed to D&T
This research compares special interest groups’ and students’ rhetoric about the value of Design & Technology (D&T) in England, specifically in relation to learning about technology, employment and creative endeavors.
Drawing upon the Design and Technology Association (D&TA) campaigns and interviews with students, I identify the values these two ascribe to D&T. These values will be compared with the values implied in the English National Curriculum for D&T: the current version (Department of Education, 2013b) and previous iterations since its inception into the National Curriculum in 1990.
Analysis of the two groups’ values demonstrates a disparity between the two groups’ views of the value of D&T. Whilst D&TA and students concur on some values, there are noticeable differences. Generally, students place greater emphasis on D&T’s value to their everyday lives, future employment, and personal fulfillment, whereas the D&TA campaigns focus on how D&T engenders both personal and national economic benefits; creativity is valued by both groups but in different ways. These findings imply a discord between them about the contribution D&T makes to an individual’s education and future life.
By comparing the values of these two stakeholder groups, who have no direct power to influence the enactment of government policy (Williams, 2007), this research provides an insight to some of the potential divergences that may occur as D&T teachers, who do have the power, interpret the National Curriculum using D&TA’s materials to advocate the value of D&T to their students. This research could help other special interest groups explore how D&T is valued and how they lobby government for future curriculum change.
The next stage to this study is to explore how the D&TA’s rhetoric about D&T, and the values discovered in this study, are enacted in classrooms.
Defending the marginalised school subjects - UCET2016 presentation
Secondary school subjects that have been consigned to 'bucket 3' in the new school performance measures, such as D&T, music, art and design and PE, are noting a decline in GCSE numbers. Reasons for this decline can be attributed, in part, to the Ebacc and their exclusion from it (see http://www.baccforthefuture.com) but other reasons include new curricula and GCSE specifications, budget cuts and changes to teacher training.
In this presentation I will explore the potential impact of teacher training changes on one of these subjects, D&T. As school teachers have an increasing role to play in training the next generation of teachers - does it matter what value they place on their subject? what might be lost if university-based subject specialists have less involvement in teacher training? These questions are relevant to all marginalised subjects that need defending.
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The session considers the philosophy of technology, where students learn about Carl Mitcham's different approaches to technology (artifacts, knowledge, processes and volition). Through learning about these four approaches they begin to think about consequences for their D&T teaching - realising that D&T is more than 'design and make'.
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This document summarizes research into perceptions of the purpose and structure of Design and Technology (D&T) as a school subject in England. Interviews with students and D&T teachers at two schools found differing views on D&T's unique identity and purpose. Some saw it as teaching vocational skills for careers, while others emphasized general life skills. Teachers viewed D&T as developing specialized design knowledge and skills, while national policy saw it as having insufficient coherence as an academic subject. There remains debate around D&T's role in the curriculum and what constitutes its core body of knowledge.
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The document provides an overview of the history and purpose of design and technology as a subject in the UK curriculum. It discusses how the subject has evolved over time from distinct subjects like woodwork and needlework to the integrated design and technology curriculum of today. The key aims are described as enabling students to creatively solve problems, develop technical skills, and participate responsibly in a changing technological world.
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This document discusses the context surrounding design and technology (D&T) as a school subject in the UK national curriculum. It outlines challenges like declining teacher training programs and the focus on subjects included in school performance measures. The document also summarizes previous research comparing the views of D&T academics, teachers, and trainees on the value of the subject. While there is agreement on many values, the groups also differed on some beliefs. The document concludes by calling for more collaboration between these stakeholders to support subject development and implementation of the new curriculum.
What do others think is the point of D&T? PATT29
What do others think is the point of design and technology education?
As a result of a national curriculum review in England (Department for Education [DfE], 2011), a new curriculum for design and technology (D&T) is being taught in secondary schools from September 2014 (Department of Education [DoE], 2013a). This curriculum is compulsory for a decreasing number of schools; two potential consequences are the nature of D&T in secondary schools changing to reflect local perceptions of the subject and maybe D&T being removed from the curriculum completely. The pressure on D&T’s curriculum content is likely to come from different stakeholders such as senior school leaders, D&T teachers, and pupils. D&T school departments could respond to this pressure by adapting the curriculum to popularise the subject or produce high exam results with a consequence that much of the subject’s value is lost.
This paper reports on a small research project conducted in two secondary schools where stakeholder representatives were interviewed to identify their values of D&T. These different stakeholders were interviewed using the active interview method (Holstein & Gubrium, 1995), coded following Aurebach and Silverstein’s method (2003) and their values compared to Hardy’s values framework (Hardy, 2013b). Analysis shows most stakeholders believe a key value of D&T is to provide ‘practical life skills’ (Hardy, p.226), whilst only one recognizes that learning in D&T involves ‘identifying problems to be solved’.
The outcomes from the research are being used to support critically reflective conversations within both D&T departments (Zwozdiak-Myers, 2012) framing their evaluation of their local curriculum and making changes to their curriculum.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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DTES2: Session 1
- 1. D&T: an important subject in the curriculum Based on work by Dr David Barlex: BARLEX, D., 2011. Dear Minister, This Is Why Design and Technology Is a Very Important Subject in the School Curriculum: John Eggleston Memorial Lecture, Delivered at the Design & Technology Association Education and International Research Conference, Designing a Better Future, Friday 8th July 2011 at Keele University. Design and Technology Education, 2011, Vol.16(3), p.9-18
- 2. Design decisions in design & technology Conceptual What it does Marketing Who it’s for Technical How it works Constructional How it fits together Aesthetic What it looks like
- 3. Four teaching strategies Designing Designing without and making making Making Exploring without technology designing and society
- 4. Developing the ability to make design decisions
- 5. Making without designing Would Year 7 like to make a scooter they could ride out of the workshop?
- 7. Designing without making Technology Society People Markets
- 8. Designing without making Which is more sustainable a towel or an electric powered hair dryer? Design a cradle to cradle hair dryer
- 9. Designing and making Design decisions Outcomes … Conceptual Affordable Manageable Technical High learning value Marketing Intriguing Desirable Non-trivial Constructional Aesthetic Exploit phenomena Have utility Embrace Involve life cycle modern considerations technology
- 10. Exploring technology and society Is technology autonomous and beyond our control or is technology under human control? Does technology control us or do we control technology? Is technology value neutral or does it have implicit values? Does the availability of technology change human behaviour? Who decides which Who decides which technologies are technologies are developed? adopted?
- 11. Engaging with exploring D&T Key themes in DTES2: what are they? Next steps: agree/ challenge/ summarise Link to other 3 modules/ Embedding your learning within strategies: your own studies: • Mainly designing • Reflect on D&M1: cradle to • Mainly making cradle • Designing and Making • E-portfolio • ….
- 12. Four modules and a common core Year 1 & 2 Design & Technology Mainly in Education and Making Society Designing & Making E-portfolio Mainly Designing