Design and Technology: Guide
Alison Hardy, Jason Davies, Jeffrey Buckley, Adri du Toit, Scott Bartholomew, Suzanne Gomersall, Cathy Growney, Marion Rutland, Ulrika Sultan, Louise Davies, Trudi Barrow, Matt McLain, Sarah Davies, Helen Brink, Richard Brown, Silveira, V., Mburu, P. K. , Andrew Halliwell | View as single page | | Feedback/Impact.
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Context D&T curriculum Pedagogy Assessment Resources |
What is D&T?Alison Hardy Design and Technology (D&T) is a unique subject that teaches pupils how to intervene in the human-made world to create improvements. While different countries may emphasise different aspects of the subject the core purpose remains consistent: developing pupils’ technological literacy and design and technology capability. Different countries’ design and technology curricula focused on aspects relevant or of importance to their location, culture and economy. For example, some countries have more than one “design and technology” subject - in America and Sweden there are two subjects: Technology, and Career and Technical Education in America and Technology and Sloyd (craft) in Sweden. In New Zealand, the technology curriculum “embraces the significance of Māori culture and world views” (Ministry of Education, 2018) and in Taiwan the subject is called “Living Technology” (Lee and Lee 2020) and is highly valued by politicians because technology is seen as the country’s national power. Core Purpose D&T serves two fundamental purposes in education. First, it helps children engage with, understand, and critique the human-made world around them, developing their ability to understand and evaluate designed products and systems. Second, it develops pupils’ ability to resolve design problems and situations, teaching them to think creatively and technically about improvements to the made world. Knowledge and Capability In D&T, pupils develop both design knowledge and technological knowledge. Design knowledge relates to understanding the act of designing (and therefore develop design skills) and the work of designers, engineers, and technologists. Technological knowledge focuses on how and why products, services, and systems work, plus the processes used to create them. By accumulating and applying this knowledge, pupils enhance their overall design and technology capability (Hardy 2020). Working with Artefacts Pupils engage with two main categories of artefacts in D&T:
The specific artefacts used are not prescribed but vary based on resources, location, and pupils’ capacity. What matters is that pupils learn to use and critique an increasing range of designed items. Through doing this, they learn different approaches and reasons for critiquing (Keirl 2020). Making and Prototyping When pupils create solutions in D&T, the focus is not on producing professional-quality products but on developing prototypes that demonstrate their thinking and capability. These might be high-quality finished pieces or rough prototypes or “dirty models” that show their design resolution. The emphasis is on the process of development rather than just the final outcome. Skills Development Through D&T, pupils develop a wide range of skills that are valuable both in and out of the classroom. These include:
Technological Advances Modern technology plays a crucial role in D&T education. Tools such as 3D printers, robotics kits, and digital design software allow pupils to bring their ideas to life in ways that were previously unimaginable. These technologies not only enhance the learning experience but also prepare pupils for future careers in a rapidly evolving technological landscape. Sustainability, Values and Ethics Sustainability and ethical considerations are increasingly important in D&T. Pupils are taught to think about the environmental and social impacts of their designs. This includes considering the lifecycle of products, the materials used, and the potential for recycling and reuse. By integrating these principles, D&T education helps to develop responsible citizens, designers and technologists who are mindful of their impact on the world. Current Context Today’s D&T education balances several key elements: developing technological literacy, fostering creativity, building problem-solving skills, and encouraging sustainable thinking. While its historical roots in some countries included preparing pupils for work or domestic life, modern D&T focuses on developing capable, informed citizens who can engage thoughtfully with an increasingly technological world. Summary Design and Technology combines practical skills with critical thinking, preparing pupils to understand and contribute to the designed world. Through hands-on experience and structured learning, pupils develop both technical competence and design capability. Although materials and technologies may vary across schools and countries, the fundamental aim remains consistent: empowering pupils to engage thoughtfully with the made world and contribute to its improvement. References and further reading Hardy, A. ed., 2020. Learning to Teach Design and Technology in the Secondary School: A Companion to School Experience. Routledge. Lee, L.S. and Lee, Y.F. eds., 2020. International Technology Teacher Education in the Asia-Pacific Region. From https://files.eric.ed.gov/fulltext/ED613315.pdf Keirl, S., 2020. The role of critiquing in design and technology education. In A. Hardy (ed) Learning to Teach Design and Technology in the Secondary School (pp. 155-168). Routledge. Ministry of Education. (n.d.). Technology: Learning area structure. Retrieved October 25, 2024, from https://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Technology |
