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.
Workstyle augmentation from the viewpoint of workplace innovation - Peter OeijPeter Oeij
Presentation Workstyle Augmentation Project -International Workshop (March 17, 2022), Organised by Human Augmentation Research Center National Institute of Advanced Industrial Science and Technology (AIST), Kashiwa (Tokyo, Japan)
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.
This document proposes research on students' preferences for using computer software or hand drawing in design works. The research would use quantitative methods like experiments, tests, and questionnaires to identify students' interests and determine if there are differences between preferences for computer software versus hand drawing. It would also investigate which tools are most important for meeting real industry needs based on factors like productivity, quality of work, and time management. The literature review will examine the history and roles of hand drawing and computer-aided design in art education and industry.
Visibility of Ethics for Open Innovation Platforms - Chasanidou, KarahasanovićServDes
This document discusses designing open innovation platforms to make ethics more visible to users. It proposes guidelines in 4 areas: 1) clear user data protection policies, 2) clear motivations for user participation, 3) communicating how company values align with the innovation process, and 4) supporting communication channels for user feedback. A literature review and content analysis of 10 platforms informed the guidelines. Future work will apply and evaluate the suggestions to improve ethical treatment of users.
Integrating 21st Century Skills And Artcaravellan1
The document discusses using 21st century skills to create a more creative, collaborative, and communicative environment in the art classroom. It outlines the key skills of learning and innovation which include creativity and innovation, critical thinking and problem solving, and communication and collaboration. An example activity is proposed that would have students create a mural at a local community center, applying these skills through brainstorming ideas, working as a team, problem solving issues, and communicating effectively throughout the project.
Valuing design and technology education Alison Hardy
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
Towards Design Thinking in Academic Staff DevelopmentDaniela Gachago
This document discusses design thinking as a methodology for developing solutions to complex problems and its potential application in academic staff development. It provides context on challenges around technology uptake in teaching/learning. It also describes a study interviewing "eLearning champions" at a South African university, finding commonalities in their mindsets that mirror design thinking dimensions. These include taking a human-centered approach through activities like persona creation and user journeys. The document concludes by questioning whether and how design thinking skills can be learned and applied in mainstreaming technology use and a decolonized higher education project.
Workstyle augmentation from the viewpoint of workplace innovation - Peter OeijPeter Oeij
Presentation Workstyle Augmentation Project -International Workshop (March 17, 2022), Organised by Human Augmentation Research Center National Institute of Advanced Industrial Science and Technology (AIST), Kashiwa (Tokyo, Japan)
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.
This document proposes research on students' preferences for using computer software or hand drawing in design works. The research would use quantitative methods like experiments, tests, and questionnaires to identify students' interests and determine if there are differences between preferences for computer software versus hand drawing. It would also investigate which tools are most important for meeting real industry needs based on factors like productivity, quality of work, and time management. The literature review will examine the history and roles of hand drawing and computer-aided design in art education and industry.
Visibility of Ethics for Open Innovation Platforms - Chasanidou, KarahasanovićServDes
This document discusses designing open innovation platforms to make ethics more visible to users. It proposes guidelines in 4 areas: 1) clear user data protection policies, 2) clear motivations for user participation, 3) communicating how company values align with the innovation process, and 4) supporting communication channels for user feedback. A literature review and content analysis of 10 platforms informed the guidelines. Future work will apply and evaluate the suggestions to improve ethical treatment of users.
Integrating 21st Century Skills And Artcaravellan1
The document discusses using 21st century skills to create a more creative, collaborative, and communicative environment in the art classroom. It outlines the key skills of learning and innovation which include creativity and innovation, critical thinking and problem solving, and communication and collaboration. An example activity is proposed that would have students create a mural at a local community center, applying these skills through brainstorming ideas, working as a team, problem solving issues, and communicating effectively throughout the project.
Valuing design and technology education Alison Hardy
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
Towards Design Thinking in Academic Staff DevelopmentDaniela Gachago
This document discusses design thinking as a methodology for developing solutions to complex problems and its potential application in academic staff development. It provides context on challenges around technology uptake in teaching/learning. It also describes a study interviewing "eLearning champions" at a South African university, finding commonalities in their mindsets that mirror design thinking dimensions. These include taking a human-centered approach through activities like persona creation and user journeys. The document concludes by questioning whether and how design thinking skills can be learned and applied in mainstreaming technology use and a decolonized higher education project.
Towards Design Thinking in Academic Staff DevelopmentDaniela Gachago
This document discusses design thinking as a methodology for developing solutions to complex problems and its potential application in academic staff development. It provides context on challenges around technology integration in teaching/learning. It then outlines a study that interviewed "eLearning champions" to identify common themes in their mindsets. Key findings were that their approaches mirrored aspects of design thinking, including focusing on user needs through persona activities and user journeys, and considering learning experiences through metaphors. The document concludes by questioning whether design thinking skills can be taught and the implications for staff development practices.
3D printing has potential to revolutionize education by enabling more hands-on learning experiences. It allows students to visualize concepts that may not otherwise be accessible. Subjects like math, geology, and history can benefit from 3D printing replicas of objects. It also encourages STEAM learning by bringing artistic expression and scientific concepts together. For education, 3D printing's value lies in enabling authentic exploration of real-world objects and concepts. It provides a means for students to handle fragile artifacts. It can also aid in developing spatial intelligence by making complex ideas tangible. Training is needed for teachers to incorporate 3D printing effectively into their lesson plans.
Dtes1 session 6 design and technology 2014Alison Hardy
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.
This document provides an overview of the history and development of Design and Technology as a subject in the UK curriculum from 1970 to the present. It traces how initially separate subjects like woodwork, metalwork, and home economics evolved into an integrated subject called Design and Technology. The document also shares definitions of technology, rationales for including D&T in the curriculum, and how the subject and content standards have changed over time to emphasize problem-solving, creativity, and preparing students for an increasingly technological world.
Dtes1 session 8 design and technology 2015Alison Hardy
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.
An introduction to engineering for K-12 counselors and educators. Strategies are introduced for introducing students to engineering. This presentation was designed for the educators who participate in the T-STEM Gender Equity workshops hosted by WTIF-HTHH. This specific workshop was presented on Dec 1, 2010 by Meagan Ross (mail@meaganross.com).
This document discusses technology standards for students and provides examples of how teachers can integrate technology into their lessons. It summarizes the National Educational Technology Standards (NETS) for students, which focus on creativity, communication, research, critical thinking, and digital citizenship. Examples are given of different tools and online resources teachers can use for lessons across grade levels to help students meet the NETS. Best practices for technology integration are also referenced.
The document discusses implementing sustainable 21st century initiatives in schools. It outlines 6 topics to be covered: 1) creating a foundation and culture for technology, 2) distinguishing needs from initiatives, 3) sustainable student and teacher laptop programs, 4) staff development and accountability, 5) embracing 21st century initiatives, and 6) a question and answer session. The goal is to provide tools and ideas to help schools successfully adopt technology initiatives through establishing clear expectations, leadership teams, differentiated staff training, and embracing technological change.
The document discusses implementing sustainable 21st century initiatives in schools. It outlines 6 topics to be covered: 1) creating a foundation and culture for embracing technology, 2) distinguishing needs from initiatives, 3) sustainable student and teacher laptop programs, 4) staff support, development and accountability, 5) embracing 21st century initiatives, and 6) answering questions. It emphasizes the importance of clearly articulating needs, developing technology leadership, and differentiating staff training to create sustainable change.
The document discusses implementing sustainable 21st century initiatives in schools. It outlines 6 topics to be covered: 1) creating a foundation and culture for embracing technology, 2) distinguishing needs from initiatives, 3) sustainable student and teacher laptop programs, 4) staff support, development and accountability, 5) embracing 21st century initiatives, and 6) answering questions. It emphasizes the importance of clearly articulating needs, developing technology leadership, and differentiating staff training to create sustainable change.
Effective Implementation of SUSTAINABLE 21st century initiatives.Robert Franchino
This content was presented as the keynote address by Dr. Robert Franchino at the HP Digital Learning Environments conference in Minneapolis on May 5, 2010.
The document discusses implementing sustainable 21st century initiatives in schools. It outlines 6 topics to be covered: 1) creating a foundation and culture for technology, 2) distinguishing needs from initiatives, 3) sustainable student and teacher laptop programs, 4) staff development and accountability, 5) embracing 21st century initiatives, and 6) a question and answer session. The goal is to provide tools and ideas to help schools successfully adopt technology initiatives through establishing clear expectations, leadership teams, differentiated staff training, and embracing technological change.
This document discusses the importance of technology and engineering (T&E) education within STEM. It outlines how T&E education can help develop problem solving and innovation skills. The document also reviews the history of STEM education in the US and goals for improving T&E education through developing standards, inquiry-based learning, and engaging activities. Success is defined as increasing the number of STEM graduates and careers. The challenges are integrating T&E within STEM and overcoming silos between disciplines.
The document discusses various frameworks and models that have been developed to define the skills needed for the 21st century. It summarizes seven different frameworks that all include some combination of core subjects, thinking skills, ICT literacy, life skills, and assessments. The frameworks make assumptions that 21st century skills should be integrated across subjects, considered alongside academic standards, and viewed as essential for both education and workforce readiness. A range of skills are discussed, including information literacy, communication, collaboration, creativity, and technology use.
The document discusses various frameworks and models that have been developed to define the skills needed for the 21st century. It summarizes seven different frameworks that all include some combination of core subjects, thinking skills, technology literacy, life skills, and assessments. The frameworks make assumptions that 21st century skills should be integrated across subjects and considered as important as academic skills. The skills discussed include information literacy, communication, collaboration, creativity, and technology use.
The document discusses the ISTE standards for technology integration in education. It outlines the standards for students, educators, administrators, computer science educators, and coaches. The standards define the digital skills needed for students to thrive in today's society and for educators to effectively teach with technology. It also discusses best practices for using technology in the classroom, including ensuring accessibility, using it to promote higher-order thinking, and focusing on digital citizenship.
This document provides information about the Design & Technology (DT) program at Forest Gate Community School. It outlines that DT focuses on planning, designing and creating products for people to use. Students will learn skills like problem solving, designing, making, and using tools and machines. The program will assess students through 50% coursework and 50% exam testing their design skills and knowledge of technical principles. DT can lead to careers in creative and design fields, and students will have access to resources like 3D printers and sewing machines.
The document discusses three challenges for education in 2007-2008: 1) Studying digital-age learners and what engages them, 2) Fostering creative and inventive thinking for innovation, and 3) Bringing an end to learning and teaching as isolated endeavors. It also discusses refreshed expectations for students and teachers in the digital age, including updated technology standards that shift the focus from learning to use technology to using technology to learn.
This document provides an overview of integrating digital technologies into the Australian curriculum by:
1) Recapping why ICTs are used in education and suggesting improvements to teaching with technologies.
2) Describing challenges of implementation and models for effective integration of ICTs into pedagogy.
3) Presenting a project on Ancient Greece that provides student choice in activities and assessments to promote engagement.
Taking a psychometric approach to developing a tool for measuring values attr...Alison Hardy
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.
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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3D printing has potential to revolutionize education by enabling more hands-on learning experiences. It allows students to visualize concepts that may not otherwise be accessible. Subjects like math, geology, and history can benefit from 3D printing replicas of objects. It also encourages STEAM learning by bringing artistic expression and scientific concepts together. For education, 3D printing's value lies in enabling authentic exploration of real-world objects and concepts. It provides a means for students to handle fragile artifacts. It can also aid in developing spatial intelligence by making complex ideas tangible. Training is needed for teachers to incorporate 3D printing effectively into their lesson plans.
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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 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.
This document provides an overview of the history and development of Design and Technology as a subject in the UK curriculum from 1970 to the present. It traces how initially separate subjects like woodwork, metalwork, and home economics evolved into an integrated subject called Design and Technology. The document also shares definitions of technology, rationales for including D&T in the curriculum, and how the subject and content standards have changed over time to emphasize problem-solving, creativity, and preparing students for an increasingly technological world.
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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 technology standards for students and provides examples of how teachers can integrate technology into their lessons. It summarizes the National Educational Technology Standards (NETS) for students, which focus on creativity, communication, research, critical thinking, and digital citizenship. Examples are given of different tools and online resources teachers can use for lessons across grade levels to help students meet the NETS. Best practices for technology integration are also referenced.
The document discusses implementing sustainable 21st century initiatives in schools. It outlines 6 topics to be covered: 1) creating a foundation and culture for technology, 2) distinguishing needs from initiatives, 3) sustainable student and teacher laptop programs, 4) staff development and accountability, 5) embracing 21st century initiatives, and 6) a question and answer session. The goal is to provide tools and ideas to help schools successfully adopt technology initiatives through establishing clear expectations, leadership teams, differentiated staff training, and embracing technological change.
The document discusses implementing sustainable 21st century initiatives in schools. It outlines 6 topics to be covered: 1) creating a foundation and culture for embracing technology, 2) distinguishing needs from initiatives, 3) sustainable student and teacher laptop programs, 4) staff support, development and accountability, 5) embracing 21st century initiatives, and 6) answering questions. It emphasizes the importance of clearly articulating needs, developing technology leadership, and differentiating staff training to create sustainable change.
The document discusses implementing sustainable 21st century initiatives in schools. It outlines 6 topics to be covered: 1) creating a foundation and culture for embracing technology, 2) distinguishing needs from initiatives, 3) sustainable student and teacher laptop programs, 4) staff support, development and accountability, 5) embracing 21st century initiatives, and 6) answering questions. It emphasizes the importance of clearly articulating needs, developing technology leadership, and differentiating staff training to create sustainable change.
Effective Implementation of SUSTAINABLE 21st century initiatives.Robert Franchino
This content was presented as the keynote address by Dr. Robert Franchino at the HP Digital Learning Environments conference in Minneapolis on May 5, 2010.
The document discusses implementing sustainable 21st century initiatives in schools. It outlines 6 topics to be covered: 1) creating a foundation and culture for technology, 2) distinguishing needs from initiatives, 3) sustainable student and teacher laptop programs, 4) staff development and accountability, 5) embracing 21st century initiatives, and 6) a question and answer session. The goal is to provide tools and ideas to help schools successfully adopt technology initiatives through establishing clear expectations, leadership teams, differentiated staff training, and embracing technological change.
This document discusses the importance of technology and engineering (T&E) education within STEM. It outlines how T&E education can help develop problem solving and innovation skills. The document also reviews the history of STEM education in the US and goals for improving T&E education through developing standards, inquiry-based learning, and engaging activities. Success is defined as increasing the number of STEM graduates and careers. The challenges are integrating T&E within STEM and overcoming silos between disciplines.
The document discusses various frameworks and models that have been developed to define the skills needed for the 21st century. It summarizes seven different frameworks that all include some combination of core subjects, thinking skills, ICT literacy, life skills, and assessments. The frameworks make assumptions that 21st century skills should be integrated across subjects, considered alongside academic standards, and viewed as essential for both education and workforce readiness. A range of skills are discussed, including information literacy, communication, collaboration, creativity, and technology use.
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This document provides information about the Design & Technology (DT) program at Forest Gate Community School. It outlines that DT focuses on planning, designing and creating products for people to use. Students will learn skills like problem solving, designing, making, and using tools and machines. The program will assess students through 50% coursework and 50% exam testing their design skills and knowledge of technical principles. DT can lead to careers in creative and design fields, and students will have access to resources like 3D printers and sewing machines.
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1) Recapping why ICTs are used in education and suggesting improvements to teaching with technologies.
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Presentation given at D&TA East Midlands branch meeting on Monday 27th November.
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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.
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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.
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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
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This document discusses curriculum definitions, views of knowledge, and curriculum frameworks. It provides definitions of curriculum from Hayes, Jenkins and Shipman, and Stenhouse. It also discusses postmodern perspectives on knowledge and questions whether the traditional subject-based curriculum is outdated. Curriculum frameworks are introduced as having four components: aims and purposes, content, pedagogy, and assessment.
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6. Snapshot of the data
• 32 values identified amongst 22 participants
• 3 themes for this paper:
• Creativity – 2 values
• Technological awareness – 3 values
• Employment – 2 values
Comparing the values attributed to D&T by 13-14 year olds and implied
in the D&TA campaigns
7. D&TA Students
Creativity
Being creative when designing n n
Learning to think creatively n
Technological awareness
Humans as users of technology n n
Technological determinism n n
Critical understanding of the impact of products n n
Employment
Skills to use in future D&T-related careers n n
Provides information, advice and guidance (IAG) about D&T-related
careers
n
8. Creativity
Female student 1: It's creative.
Male student 1: Yeah it is creative.
Facilitator: What do you mean by being creative?
Male student 1: You can be creative on whatever you want to make and
it's your own choice.
Male student 2: Design it yourself.
Female student 1: You can do what you want
D&TA (2015) stated:
‘designing and making activity demands both creative speculation and logical
decision making to arrive at valid, and better, solutions.’
Opportunity
Intrinsic nature of
being creative
‘demands’
Outcome focussed
problem-solving not creativity
9. Technological awareness
2015 D&TA campaign claims:
‘[D&T] prepares young people to continue the development and control of
technological advances’.
Pupil
Well I remember in the olden days you used to learn everything, cooking,
sewing, DIY skills. If that wasn't available today I think that we'd become too
dependent on technology and other things like that instead of doing it yourself.
So, I think it provides skills and things for the future. challenging the idea that all
technological developments are
beneficial
symbiotic relationship between humans and
technology - technology could harm humans and so
humans must take control of the technology
10. Employment: skills for future jobs
Male pupil
[D&T] helps you with making and then say if you're doing woodwork and stuff
that can help you with construction and stuff, which is useful if you like doing
construction
I either want to be a surgeon or an engineer when I grow up and so resistant
materials would be useful for the engineer job.
D&TA campaign
‘D&T has much to offer across a wide range of career paths in engineering,
manufacturing and the creative industries’ and D&T will be the ‘start-point of
graduate, technician or craft level careers in the creative, engineering and
manufacturing sectors’
‘Gendered’ roles?
11. Employment: information, advice & guidance
Pupil:
It creates a career option because when you start doing D&T you learn if you
would like to do this professionally or not.
School helps children create a life-plan based around a
career and employment (White, 1997)
12. Similarities and disparities
• Different cultural and social setting
• Their views of the purpose of education
• Time-context of their values:
• D&TA focused on how D&T would benefit the individual in the future
• The here and now was more important to the pupils - how they would benefit
from studying D&T today?
Rocky road for D&T since its inception in the first national curriculum in 1990
As terry said yesterday there has been two campaigns run y D&TA t promote the subject at national level – to raise awareness of the subject to policy makers
Since its inception in 1990, D&T has moved from being a core subject when it was a compulsory subject for all students up to the age of 16, to a marginalised subject now taught to most students up to the age of 14 and a dramatically reduced number to the age of 16 (Hardy, 2015). There are complex reasons for this decline in status, which began in 2004 but accelerated with the proposed introduction of new school performance measures in 2011 (Hardy, 2016). There is not the space here to explore these reasons but D&TA ran two campaigns (Design and Technology Association, 2011; 2015), aimed at government and other stakeholders about why D&T was an essential component of a broad and balanced curriculume to an individual’s education, has been debated and disputed.
The subject entitled ‘design and technology’ (D&T) appeared in the 1990 National Curriculum (Department of Education and Science, 1990) and for the entirety of its history, and notably since a Coalition government took office in 2010, D&T’s stated purpose as part of the National Curriculum, and its value to an individual’s education, has been debated and disputed. However, there are several recurring political and societal justifications for the subject being taught in school. These include meeting individuals’ and society’s economic needs, and responding to the effect of new scientific and technological knowledge.
The content of the D&T curriculum has subtly changed throughout the six versions of the D&T National Curriculum since 1990, although there have been several regular features, including creativity and technological awareness.
Three characteristics
8 different groups
Can be dynamic
National and classroom level
Natiaonl level – D&T eachers and D&TA have no power to create the NC – only if the government give them a voice
Classroom
D&TA still has no poer although they try and infeucne this through their publciatiosn, resouces and courses
Over view of the data
Categries fro mmy thesis that I wante to look at in relation to this conference
But to understand the differences what a said or written needs to be explored
There were predominantly two ways creativity was talked about – learning to think creatively as a generic skill and being creative when designing. Both valued the opportunity to be creativite in relation to D&T activity, whereas only the D&TA campaigns mention creative thinking.
The students thought D&T gave them opportunity to be creative when they are designing. The students valued being creative when designing as an individualistic activity. Linked to this the students also talked about having the freedom to make their own design decisions
However, the students talk about ‘opportunity’ and D&TA ‘demands’, suggesting D&TA are looking at the outcome of the design activity, whereas it is the intrinsic nature of being creative that interests the students. In other words, the students value creativity for its own sake, not the end purpose of being creative. Also noteworthy is D&TA’s reference to contrasting ways of thinking, lateral and logical. However, the quote’s implicit emphasis is problem-solving not creativity.
This theme included three ideas about technological awareness. For example, the 2015 D&TA campaign claims ‘[D&T] prepares young people to continue the development and control of technological advances’. This suggests there is a symbiotic relationship between humans and technology - technology damages humans and so humans must take control of the technology now (humans as users of technology and technological determinism). The students do not comment on their learning in D&T about needing to control technology, instead they approach it from a different angle:
Whilst this comment raises a smile, it is interesting because here the student is not saying they are learning about technological developments but because they learn craft skills in D&T they are challenging the idea all technological developments are beneficial (technological determinism).
This theme had the largest number of comments from both participants, valuing how D&T provides pupils with IAG and skills for future D&T-related careers.
When talking about learning specific skills to use in future D&T-related careers, students’ comments implied how they could economically benefit from studying D&T, and mentioned specific D&T-related careers, such as designers, engineers and manual labourers. Students from each group attributed this value to D&T, referring to engineering, design and construction related careers.
Although construction could be interpreted as the activity of constructing something, here the student is talking about ‘construction’ as a career. He may be influenced by his context because the St John’s D&T department offered post-14 vocational courses, including construction. Another St John’s male student could see the value in studying D&T for his later career choice:
Likewise, the 2015 D&TA campaign claimed ‘D&T has much to offer across a wide range of career paths in engineering, manufacturing and the creative industries’ and D&T will be the ‘start-point of graduate, technician or craft level careers in the creative, engineering and manufacturing sectors’.
Within the student groups there was some gender distinction in the careers mentioned. Only male students referred to male-stereotypical careers such as construction and engineering; whereas one female student talked about becoming a textile designer when she left school, the other female students talked more generically about D&T related careers. The D&TA campaigns could have been used to challenge these perceptions and whilst they do not attribute the career paths mentioned to one gender or another, there are more ‘male’ careers (such as engineering) mentioned than ‘female’ ones (such as fashion design); this subconscious emphasis of male-dominated careers could perpetuate the idea D&T and engineering are not for girls. Given the evidence from expectancy-value theory (Eccles and Wigfield, 2002) that students’ goals and motivations, which includes their career plans, influence the attainment value the students ascribe to a subject and consequently the achievement-related choices they make in relation to that subject, the subtle messages about the careers D&T is for need to be carefully considered if D&TA and D&T teachers wish to project the subject as suitable for girls and boys
Students also talked about being introduced to possible careers in D&T lessons. This embodies the idea of children receiving careers advice during D&T lessons - a form of subject based IAG infused into the lesson not overtly as a learning objective. Comments refer to school mimicking D&T-related career routes, such as a designer or joiner, giving students a flavour of what's out in industry:
For this student, it represents a work-related aim of education, where school helps children create a life-plan based around a career and employment (White, 1997). The D&TA campaigns did not refer to this view of D&T, but given the campaigns were not targeting students but stakeholders interested in D&T’s potential economic contribution this is unsurprising. Subject associations, such as D&TA, play a dual role for their members and policy makers (Knight, 1996) when they represent the views of members to policy makers whilst representing a cohesive view of the subject to its members.
This research focussed on three themes encompassing eight values (Table 1). Initially it would appear the two groups concur on five of these, but closer analysis and interpretation shows there to be subtle nuances in the way the two groups talk about them. This probably results from their different cultural and social setting, plus their views of the purpose of education, which affects their goals and motivations in relation to D&T.
The main differences between them related to the time-context of their values. D&TA focussed on how D&T would benefit the individual in the future. For instance, learning in D&T how to think creatively will be useful later in life and gaining a critical understanding of the impact of products means they will be able to take actions to promote quality of life … and protect the environment’. Whilst the students were interested in this aspect, the here and now was more important, how they would benefit from studying D&T today. For example, making and creating was something they valued doing in lessons today, as was the opportunity to be creative when designing.
These differences present challenges for D&T teachers. D&TA wishes to influence what they teach in the classroom and the two campaigns were their attempt to do this (teachers were encourage to ‘sign up’ and support the campaign on the D&TA website). If the teachers’ values align with D&TA’s it is reasonable to suppose their lessons will reflect D&TA’s values. However, the teachers want to engage their students, and they might choose to respond to the students’ nearness rather than D&TA’s distance.
If the teachers want to address both stakeholders’ values they will need to combine the longer-term focus of the D&TA campaigns, which looked at how D&T might benefit individuals in the future, with the student’s instrumental and intrinsic values.