Importance of d and t
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This document discusses the importance of design and technology (D&T) education and outlines the D&T teacher training program at Nottingham Trent University (NTU). It advocates for an integrated approach to designing and making. The program aims to equip trainee teachers with the skills and knowledge to teach all materials to key stage 3 and at least one specialism to key stage 5, while developing confidence in new technologies and innovative, creative teaching approaches. The program reflects the model of delivery and teaching believed to be effective for D&T in secondary education.
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This case study examines using digital storytelling to improve the academic literacy skills of first-year Extended Curriculum Programme (ECP) students at the Cape Peninsula University of Technology (CPUT) in South Africa. The ECP students have difficulties with the complex reading and writing demands of their subjects. The study implemented digital storytelling workshops to help students develop their academic writing through drafting, revising, and providing peer feedback on stories about themselves and workplace topics. The workshops aimed to create an enabling environment for developing multiple literacies. The case study argues that digital storytelling provides a scaffolding technique and formative assessments to improve the students' academic literacy skills.
21 century assessment
The document discusses the importance of fusing traditional academic skills ("the three R's" of reading, writing, and arithmetic) with 21st century skills ("the four C's" of critical thinking, communication, collaboration, and creativity). It outlines frameworks for 21st century skills and recommendations for assessments, professional development, and technologies to support teaching these skills. Key recommendations include aligning assessments with 21st century standards, providing intensive teacher training focused on 21st century instruction, and leveraging tools like social bookmarking, wikis, and media sharing to support student inquiry processes.
My Portfolio in Educational Technology
The document summarizes the key topics and learnings from the student's portfolio in educational technology. It includes:
1) An introduction to the student and their educational background.
2) A brief overview of topics covered in the portfolio including educational technology definitions, instructional design models, and types of educational media and technology.
3) Reflections on the student's significant learnings about educational technology topics in Edtech 1 and 2, including the importance of instructional design and integrating technology to enhance teaching and learning.
4) A concluding statement that technology is an important tool for teachers to further enhance instruction when used appropriately.
Digitaldidacticdesign 120523085112-phpapp02
This document discusses digital didactic design for e-learning. It provides an overview of the author's background and experience in education and e-learning. It then outlines several key elements to consider in digital didactic design, including goals, learners, evaluation, learning processes, and content. Next, it presents two perspectives on e-learning - how technology innovates learning and how new cultures and problems emerge around technologies. The rest of the document details an initiative at UC Syd to improve e-learning, focusing on presence, access, relevance, and structure as important principles and providing examples of related activities.
Stratton t research_defense_ppt
The document summarizes a case study conducted at the North Routt Community Charter School in Colorado. The school has integrated technology into its Expeditionary Learning curriculum with limited resources. Key findings include: 1) Teachers utilized available iPads and laptops for research, presentations, and literacy support despite lacking resources like SMART Boards. 2) Lack of technology training for teachers posed challenges but teachers remained determined to enhance learning. 3) Available technology appeared a natural fit for the school's emphasis on student-centered, self-guided learning.
W200 technology in elementary classrooms
A brief study of technological development in the elementary classroom over the last 20 years.
21st Century Skills & TPACK (English version)
Tijdens een conferentie van de Poolse Centre for education development gaf Petra Fisser een keynote presentatie over competenties die leraren nodig hebben om hun leerlingen voor te bereiden op leren en werken in de 21e eeuw, waarbij een belangrijke rol is weggelegd voor de integratie van ict in het onderwijs. Daarbij werden 21st century skills gekoppeld aan het TPACK model.
Cit 2011-multiple-integrating-final
Reports on an online course where multiple technologies and a team-based collaborative design were used
Implementation of PowerPoint in the Rural Undergraduate classroom (students)
PowerPoint can be effectively used in rural undergraduate classrooms to enhance teaching and learning. It uplifts education by making the process easier and equipping students to present ideas through various media like images, animations and sound. Students are able to better retain what they learn and visual learners benefit significantly. PowerPoint also aids teachers by allowing them to prepare lessons digitally and give more visually engaging presentations compared to traditional oral lectures. While implementing PowerPoint requires patience, it increases students' confidence through individual assignments and helps teach difficult concepts. When used properly, it helps students improve their communication and technology skills.
Pedagogy Logistics Mangement School
The document discusses several key pedagogical issues related to integrating information and communication technology (ICT) into schools. It addresses factors teachers need to consider like ensuring ICT supports learning objectives and students' ICT skills. The document also outlines five essential target areas for successful ICT integration: curriculum integration, professional development, infrastructure, equitable use of technology, and assessment. Finally, it discusses the changing roles of learners, teachers and assessors when adopting ICT and how ICT enables lifelong learning beyond traditional education models.
Ict4
This document discusses how teachers can make their presentations more engaging for students by incorporating multimedia elements like those students see online and in other media. It suggests teachers conduct research on popular websites and trends to identify "attention grabbers" like flashy animations, interesting color schemes, and themes that relate to students' interests. The document also provides guidance on how to make PowerPoint presentations more interactive and multimedia-oriented using features like hyperlinks, rather than relying only on static slides. Overall, it argues teachers need to embrace creativity and innovation in their use of technology to better connect with students.
Building teachers capacity in the use of technology in teaching
This is a comprehensive report that contains the best practice worth seeing. let us learn from these lessons.
What was your best learning experience? Our story about using stories to solv...
This document describes a study examining an instructional strategy used by two university professors to help students in an online instructional design program understand and apply learning theory. The strategy involved having students share and analyze "best learning experience" stories from their own educational backgrounds. Through this process, students discovered that engaging learning experiences tend to be learner-centered, contextual, active, social, and supportive. They then used this framework to evaluate their own instructional designs. The professors found this strategy helped students see the relevance of learning theory to their technical work and increased student engagement with theoretical concepts.
e-learning basics: Aspects of Design
1. The document discusses the basics of e-learning and educational technology design including how technology can transform traditional learning by making classroom walls invisible and deepening learning.
2. It emphasizes instructional design as an important method for lesson planning, development, and implementation using scientific and pedagogical principles.
3. Examples of e-learning design include a mini website for a face-to-face course, a self-learning module for NGO coordinators, and a software training platform under construction for engineers.
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
Technology in languages education
An outline of the purpose of technology in education, pedagogical approaches to the integration of technology and a range of tools that are suitable for primary and secondary languages learners.
Session Powerpoint
The document outlines the learning objectives and sessions for a Year 2 Design and Technology course. The four sessions will focus on developing skills in mechanisms, resistant materials, food as a material, and textiles. The sessions include designing name tags with card mechanisms, making with resistant materials, textiles to make tabards, and using food to make picnic treats. The objectives are to understand the National Curriculum for Design and Technology and develop planning, health and safety, and assessment skills.
Open classroom – A European Commission Perspective
The document discusses the European Year of Creativity and Innovation (EYCI) which aims to:
1) Increase public awareness and interest in creativity and innovation.
2) Facilitate policy debate and identify good practices at all levels.
3) Build an evidence base for policymaking.
It highlights the importance of stakeholders in ensuring the EYCI addresses the right issues and opportunities, and that its objectives are endorsed in education policies. It also discusses definitions of creativity and innovation and some of the key drivers of the Year such as lifelong learning.
My portfolio in educational technology
Mika F. Castillanes is a third-year student studying Bachelor of Secondary Education majoring in Home Economics Technology. The document discusses educational technology and its role in learning. It defines educational technology, compares traditional and constructivist learning models, and outlines the teacher, student, and computer's roles in a technology-integrated classroom. The learner understands how to integrate technology in teaching, distinguish traditional from constructivist technology use, and appreciate computer technology and internet in an educated way.
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Dr. C.Muthuraja's Presentation on Technology Integration and Empowering Teachers
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Taking a psychometric approach to developing a tool for measuring values attr...
The Subject Values Instrument for Design and Technology Education (SVA-D&T) is a 28 item (statements) tool for measuring the values people attribute to design and technology education (D&TE). In our presentation we will describe the mixed methods (qualitative and quantitative) validation processes involved in the develop of the SVA-D&T, alongside and some preliminary data. We will also explain why the SVA-D&T is needed by researchers and curriculum planners.
Value of D&T Instrument Design
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.
2. The study involved interviews and focus groups with these participants to understand their perceptions of D&T's value, as well as surveys distributed to 163 respondents across 10 secondary schools.
3. The results of the study were analyzed using exploratory factor analysis to identify themes around the values associated with D&T by different stakeholders.
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This document summarizes an induction presentation for a part-time MA/MSc Education program at Nottingham Institute of Education. The summary includes:
- The course is 180 credits earned through core modules like social justice in education and research skills, and optional modules on topics like leadership and special needs.
- Qualifications are awarded at 60 credits for a PG Certificate, 120 for a PG Diploma, and 180 for a MA/MSc degree.
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- Support services for students are outlined, including IT services, the library, student support, and contacts for the course administrator and leader.
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PTES lecture slide 2019
The questionnaire should take around fifteen minutes to complete. It asks for feedback on various aspects of the MA Education course, including quality of teaching, engagement, assessment and feedback, dissertation support, organisation, resources, skills development, and personal details. When completed, responses will be recorded on the PTES database. Your feedback is invaluable for improving the course experience.
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).
Session one Research Skills and Research in a Professional Context
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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This document provides an overview of the MA Education FT course at Nottingham Institute of Education, including:
- An introduction to course expectations, learning outcomes, structure and assessments.
- Details on the course modules being offered in 2017-2018, including module leaders and scheduling.
- Information on qualifications obtained at different credit thresholds.
- Guidance on assessment deadlines and what to do if exceptional circumstances occur.
- Contact details for the course administrator and leader for any additional questions.
201718 MA PT induction
This document provides an overview of the MA/MSc Education part-time course at Nottingham Institute of Education, including:
- Course learning outcomes focused on developing knowledge, skills, and attributes related to education research.
- A course structure requiring 180 credits including core modules in research skills and a dissertation, and optional topic modules.
- An assessment schedule with assignment deadlines in January and April, and dissertation deadlines in August or April.
- Contact information for course administration and the course leader.
Seminar for Baltimore County technology education teachers
A lunchtime seminar for Baltimore County technology education teachers (Tuesday 18th July).
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.
What is technology?
This presentation is for undergraduate students on BSc Design and Technology Education at Nottingham Trent University.
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'.
Following this session the students research an emerging technology (see www.dandtfordandt.wordpress.com for more details), using Mitchum's four approaches to critique how emerging technologies can be taught in schools.
Hardy Patt2016: An assortment box of D&T values
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.
D&TA Summer School Teaching for the contextual challenge
The document discusses teaching design and technology for contextual challenges at GCSE level. It provides an overview of the three phases of a contextual challenge: phase 1 involves exploring needs and wants, phase 2 focuses on meeting identified needs and wants, and phase 3 is evaluating outcomes. Examples of contextual challenges are provided from various exam boards as well as example student projects addressing challenges such as improving daily life, promoting health and wellbeing, and protecting people. The document aims to help teachers approach contextual challenges in their design and technology teaching.
Dtes1 session 8 design and technology 2015
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.
Defending a school subject (Sweden)
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.
This paper is being presented at PATT29 on Friday 19th April 2015
Critical writing
The document provides guidance on conducting a literature review. It discusses the purpose of a literature review in demonstrating familiarity with a research field and contextualizing one's own research. It also covers developing a theoretical/contextual framework, critically analyzing sources, and structuring a literature review. Key aspects include justifying arguments, making comparisons, and demonstrating knowledge of a field through references. When reviewing sources, it is important to consider reliability, contradictions with other evidence, and identifying subjective language.
Dtes1 session 6 design and technology 2014
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 more vocational subjects like woodwork and metalwork to a broader focus on design processes. The key aims of Design and Technology outlined are to enable students to creatively solve problems, understand new technologies, and participate in an increasingly technological society. The document also shares perspectives from industry on the importance of the subject and debates its general and vocational dimensions.
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Importance of d and t
- 1. Why D&T is important? … or is it?
- 4. Facts Concepts Principles Fundamental operations National Curriculum Review: Content - the ministerial position
- 5. Teaching - the ministerial position HOW that will be taught teachers will decide
- 10. Four teaching strategies Designing without making Designing and making Making without designing Exploring technology and society
- 11. Four modules and a common core Year 1 & 2 Design & Technology in Education and Society Mainly Designing Mainly Making Designing & Making E-portfolio
- 12. Design & Technology in Education and Society Mainly Designing Mainly Making Designing and Making
- 14. Initial Ideas - Aimee Activity Book ‘ Touchy feely’ book for younger kids ‘ Taggies’ books – in E.L.C “ interactive blanket” Activity trail book slightly older kids Puzzle trail to follow around NC (using pictures & textures) Design & Technology in education and society Mainly Designing Mainly Making Designing and Making
- 16. High Chair Paint Drying Model Folded Brackets It Fits! Seat Frame Tapping the hole Design & Technology in education and society Mainly Designing Mainly Making Designing and Making
- 18. Final Design – Coca Cola Cupcakes Cupcake no.1 Functions of ingredients Decorate with popping candy – fun & surprising Use chocolate instead of cocoa – richer / more chocolatey flavour Design & Technology in Education and Society Mainly Designing Mainly Making Designing and Making
- 20. E-portfolio
Editor's Notes
- Purpose: Assessment against criteria from Minimum standards Learning – guide and advance learning over 3 years