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 |
D&T in IrelandTechnology Education in Ireland Jeffrey Buckley and Alison Hardy Introduction Technology education has a long history in Ireland. Emerging from technical education in the early 20th century like in many countries (Buckley, 2023), several technology subjects are now offered in Irish secondary schools relating to wood technology, applied technology, construction studies, engineering, and graphics. In preparation for the recent reform of lower secondary education, the Irish National Council for Curriculum and Assessment (NCCA) prepared background paper which gives a brief overview of the history of lower-secondary technology education (NCCA, 2017). However, despite a relatively high uptake from students, the subjects face several challenges and there has been limited research into their place and purpose in the broader curriculum. This summary will provide an overview of the current technology curriculum in Ireland, the profile of who teaches and studies it, and some of the key issues facing the field. Overview of the Technology Curriculum Technology is not offered as a standalone subject at primary level in Ireland, though some technological elements may be incorporated into the science or social studies-related curricula (the full curriculum is available from the NCCA, 2024). At lower secondary level (ages 12-15), students choose from four technology subjects as optional subjects: Applied Technology, Wood Technology, Engineering, and Graphics. There are related subjects offered at upper secondary level (ages 15-18): Technology, Construction Studies, Engineering, and Design and Communication Graphics. The lower secondary level syllabi for these subjects were recently reformed, with the new Junior Cycle (lower-secondary) subjects rolled out between 2017-2019. The senior cycle (upper-secondary) is currently undergoing a reform process, with new curricula available from 2026-2027. The lower-secondary technology subjects largely focus on developing skills and knowledge related to specific materials and processes, such as wood, metal, plastics and electronics. There is an emphasis on hands-on, practical work, with theoretical content taught focussing on application and manufacture. For example, Applied Technology looks at the relationship between technology and society, and energy and control; Wood Technology covers design thinking, wood science and materials, and wood processing principles and practices; Engineering is similar with the more major differences including a focus on metal craft and mechatronics in place of wood processing, while Graphics focuses on 2- and 3-dimensional geometric problem solving. Uptake, Resources and Research The technology subjects are optional for Irish students. Uptake is quite high, with growing numbers in recent years, however there is a significant gender imbalance (such statistics are available from www.examinations.ie). Very few girls relatively choose to study technology subjects, with a more pronounced gender imbalance at upper secondary level, and they are not offered at all in some girls' schools. There is also a significant imbalance between male and female technology teachers, which may have a relationship with student uptake. There are some regional teacher shortages in these subjects and not all schools offer the full range of technology options. There is also a perception that the technology subjects are geared towards students of lower academic abilities, who may be considering an apprenticeship, other vocational education, or not pursuing further education, as opposed than attending university as a preference. The subjects have traditionally been associated with vocational and technical schools due to their heritage. Although this is changing and is not reflective of the broad educational value of the technology subjects, career guidance counsellors and parents may still discourage academic students from taking technology in favour of subjects seen as more useful for university entry. Technology facilities require specialised classrooms and equipment, which can make them expensive to offer in schools. Provision of these facilities and resources varies across the country. Despite reasonable uptake from students, and an active community of teachers, there is a sense that the subjects are not as highly valued by policymakers or the public relative to subject areas such as mathematics, science, history, and modern languages. There has been very limited research or writing about the technology subjects in Ireland, their purpose and place in the curriculum. In fact, the major national academic journal for educational research – Irish Educational Studies – only has two articles relating to technology education out of a current archive of 43 volumes. One is by Robinson (1993) who spoke about the place of technology education in general education, but in 1993 when the suite of offered technology subjects was different to today. The other is by Buckley et al. (2022) who reported an investigation into the qualities used by undergraduate students in evaluating capability displayed in design activities. While there is research reported elsewhere, there is a clear need for nationally focused research to investigate, explain and improve the value of technology education in Ireland and its role in general education. Summary Technology education in Ireland encompasses a range of subjects related to wood technology, engineering, construction, applied technology and graphics. These are offered in most secondary schools and are popular optional choices for students, particularly boys. The gender imbalance and association with vocational education remain issues for the subjects. There are also regional challenges related to teacher supply and specialised facilities. A lack of research means that the purpose and position of the technology subjects within the wider curriculum is unclear – or at least does not have comprehensive consensus agreement. Nevertheless, Ireland has maintained a strong tradition of technology education. The recent reforms have updated the courses and there remains an active community of practitioners and advocates. Further research and policy development could help to articulate the role and value of technology education for all students in 21st century Ireland. References Buckley, J. (2023). Historical and philosophical origins of technology education. In D. Gill, D. Irving-Bell, M. McLain, & D. Wooff (Eds.), The bloomsbury handbook of technology education: Perspectives and practice (pp. 14–27). Bloomsbury. https://doi.org/10.5040/9781350238442.0010 Buckley, J., Canty, D., & Seery, N. (2022). An exploration into the criteria used in assessing design activities with adaptive comparative judgment in technology education. Irish Educational Studies, 41(2), 313–331. https://doi.org/10.1080/03323315.2020.1814838 NCCA. (2017). Background paper and brief for the review of Junior Cycle technology subjects. National Council for Curriculum and Assessment. https://ncca.ie/media/3471/backgroundpaper_jctechnology_sept2017.pdf NCCA. (2024). Primary | Curriculum Online. https://www.curriculumonline.ie:443/primary/ Robinson, S. (1993). The place of technology in general education. Irish Educational Studies, 12(1), 15–27. https://doi.org/10.1080/0332331930120105 Links Examination data for Ireland: www.examinations.ie Irish Educational Studies |
