D&T

Alison Hardy

Marion Rutland

Cathy Growney

Adri du Toit and Alison Hardy

Introduction

In an increasingly technology-driven world, the importance of technology education cannot be overstated. Like many other countries, South Africa has incorporated technology education into its school curriculum to equip students with the necessary skills and knowledge for the future. This article provides an in-depth look at technology education in South Africa, including its curriculum structure, purpose, target audience, and the challenges faced by teachers and resources.

Jason Davies and Alison Hardy

Introduction

Design and Technology (D&T) education in Wales is undergoing a significant transformation as part of a broader curriculum reform. The new curriculum aims to provide a more open, flexible, and authentic learning experience for students, with a focus on developing design thinking skills and problem-solving abilities. This summary will explore the key aspects of the Welsh D&T curriculum, including its content, target audience, and the role of teachers in its delivery.

Mariana Tamashiro

Alison Hardy

Assessment is a crucial aspect of teaching and learning in Design and Technology (D&T) education in England. It serves as a follower, checker, validator, informer, and future director of where learning can be taken next.

Assessment in D&T is not only about measuring pupils' knowledge and skills but also about developing their design and technology capability. There are two things to assess in design and technology:

1. Whether pupils have learned knowledge, skills, and processes.

Silveira, V. & Mburu, P. K.

Using biomimicry as an approach in a D&T classroom aligns with the National Curriculum framework DfE (2013, p.2) in England which states:

When designing and making, pupils should be taught to use a variety of approaches. For example, biomimicry and user-centred design, to generate creative ideas and avoid stereotypical responses. 

Helen Brink

Gifted students are a heterogenous group, Dai & Chen, (2013), and Gagné (2004; 2005) describes giftedness as developmental and malleable abilities which need catalysts to develop into talents. These catalysts can be, for example, derived from educational settings. Therefore, it is important that the technology education provides gifted students with opportunities aligning with their needs, so they can develop their abilities.

Trudi Barrow

AI provides innovative tools and approaches for teachers to enhance learning experiences. This guide delves into how AI applications in text-to-text, text-to-image, and image-to-image transformations can be effectively utilised by teachers within D&T education.