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School can nurture critical thinkers, creative individuals, and skilled collaborators and communicators, who are curious about and invested in society. Design thinking is a promising educational approach because it builds on the notion that students learn by tackling problems in the world. However, implementing this approach in a school setting is not straightforward. Our paper synthesizes the findings from the literature on design thinking in the K-12 school context. We explore what competences students apply and develop in the design process and how these competences are described in the literature. Then, we link the discovered competences to the pedagogical context by comparing them with phases of inquiry developed by educational thinker John Dewey. This paper's main contribution is a conceptualization of competences and their relations, which we in closing summarize in our Design Competence Framework. This model can encourage teachers and researchers alike to be attentive to these competences and to assess them. [ABSTRACT FROM AUTHOR]

The paper addresses the current lack of emerging technology education in both research and practice and the urgent need for preparing future generations for a digital future. Based on a two-year participatory design process with Danish researchers and pioneer teachers, the article presents outcomes on the collaborative development of interdisciplinary teaching and learning practices for K-12 education, and the professional development that the process spurred within the teachers' community. The findings indicate that the participatory process became a catalyst for the development of meaningful teaching activities, a community of practice, and the shaping of a common future educational agenda. Furthermore, the results showed how the approach supported teachers' transformation from active co-designers into change agents for future emerging technology education. Based on an exemplary case, the article demonstrates how participatory design with teachers can support the development of new sustainable practices and communities for emerging technology in education. [ABSTRACT FROM AUTHOR]

This paper reflects upon the mechanisms that enable development of curricular approaches to multidisciplinary architecture/engineering higher education. Building upon recent calls for integrated multidisciplinary building design practice, academics at UCL, industry partners and respective professional bodies embarked upon developing a new course that challenged disciplinary boundaries and defined the needs of a new design professional. Whilst there have been attempts internationally to better integrate architecture as well as engineering education, efforts have largely been focused on bolt-on solutions based on pre-existing education programmes. In addition, there has been little discussion (empirical or theoretical) on practical measures associated with developing multidisciplinary education in the built environment. Drawing on mixed data including documentary evidence, semi structured interviews and observations, the study begins to shed light on the approaches underpinning the development of a multidisciplinary built environment MEng course at UCL that integrates architecture, building services and civil engineering. The paper's contribution is threefold. First, the findings have implications for developing multidisciplinary built environment education curricula, through revealing key mechanisms including the need for shared attitudes and expectations. Second, the paper highlights the conditions that enable the negotiation of multidisciplinary curricula including institutional support, shared values and a collective need and willingness to explore new solutions. Third, the paper reflects upon the value of design studio learning as a critical integrative component to the delivery of multidisciplinary education in the built environment and STEM more widely. [ABSTRACT FROM AUTHOR]

This paper presents the results of the survey that was conducted during 2018 in four countries: Bulgaria, Greece, Bosnia and Herzegovina and Croatia. The survey is a part of activities within the project "Increasing the well being of the population by RObotic and ICT based iNNovative education" (RONNI), funded by the Danube Strategic Project Fund (DSPF). The survey included two target groups: the teachers/experts and the parents; and the corresponding questionnaires (QR) were delivered to schools in each of the participating countries. A total of 428 subjects participated in the survey (231 parents and 197 teachers/experts). Seven hypotheses related to stakeholders attitudes and opinions were formed and tested in the work, showing highly favorable sentiment toward inclusion of robotics and information technology (IT) in the classroom but with some exceptions. The conclusions drawn, based on the analysis of the results, can be used for proposing strategies and methodologies aimed at boosting inclusion of IT in the teaching process, transferable across the regions to support effective learning as well as to identify possible problems with their implementation in relation to attitudes of stakeholders: teachers and parents. [ABSTRACT FROM AUTHOR]

Product design expertise has mostly been studied in relation to problem-solving and the act of designing. In this paper, we approach the topic from another perspective and explore the differences in product perception of students from different education levels. We conceptualize product perception as a representation of critical thinking towards designed objects and professional assessment/understanding of artifacts. Our aim is to evaluate how students' product perception change over the years of undergraduate product design education. Data was collected through students' written product evaluations of a ball-point pen. 41 first-year, 29 second-year, 33 third-year, and 26 fourth-year undergraduate product design students participated in the study. We analyzed students' product evaluations through initial and focused coding. Our findings indicate a shift from ordinary to professional sense-making between the second- and third-year students. There are three main points that define the professional sense-making of students: a dependence on subjectivity, the significance attributed to users, and better synthetic capabilities that are built around form, material, manufacturing, and detailing relationships. [ABSTRACT FROM AUTHOR]

Research into technological problem solving has shown it to exist in a range of forms and draw upon different processes and knowledge types. This paper adds to this understanding by identifying procedural and epistemic differences in relation to task performance for pupils solving a well-defined technological problem. The study is theoretically grounded in a transformative epistemology of technology education. 50 pupils in small groups worked through a cantilever problem, the most and least successful solutions to which were identified using a Delphi technique. Time-interval photography, verbal interactions, observations and supplementary data formed a composite representation of activity which was analysed with successively less contrasting groups to isolate sustained differences. Analyses revealed key differences in three areas. First, more successful groups used better and more proactive process-management strategies including use of planning, role and task allocation with lower levels of group tension. Second, they made greater use of reflection in which knowledge associated with the technological solution was explicitly verblised. This was defined as 'analytical reflection' and reveals aspects of pupils' qualitative technical knowledge. Third, higher-performing groups exhibited greater levels of tacit-procedural knowledge within their solutions. There was also evidence that less successful groups were less affected by competition and not as comprehensive in translating prior conceptual learning into their tangible technological solutions. Overall findings suggest that proactive management, and making contextual and technical connections, are important for pupils solving well-defined technological problems. This understanding can be used to support classroom pedagogies that help pupils learn to problem solve more effectively. [ABSTRACT FROM AUTHOR]

Literature on STEM education outcome in the tertiary context has pursued the construct of non-cognitive attributes distinctly from that of entrepreneurship skills and pedagogical competencies, notwithstanding the inferred indications that the three can be adapted in an integrated model to enhance positive outcomes. This study established that there is a range of approaches seeking to optimize positive learning outcomes in tertiary level institutions. This paper argues that there is need to incorporate entrepreneurship and pedagogical skills training in the curriculum for STEM educators at the tertiary level institutions. The study has therefore proposed an integrated theoretical model which can be used to generate data sets to address identified gaps. [ABSTRACT FROM AUTHOR]

Twenty-first century education needs to be re-envisioned to equip citizens for a lifetime of rapid change and complexity. Design has been proposed as a pedagogical framework that develops the required foundational literacies, competencies and character qualities citizens need to thrive in this new creative knowledge economy. However, widespread adoption will require systemic transformation of practice, and recognition of the value of formal and informal 'connected' learning environments and experiences. This paper explores the potential of design immersion outreach efforts in fostering design capabilities and building educators' pedagogical repertoires to support twenty-first century learning. It documents educators' experiences of goDesign, the first three-day place-based travelling design immersion experience for regional and rural Australian high school students and teachers. Drawing on observational data, and in-depth interviews with participating principals (n = 3) and teachers (n = 14) from six regional schools, educators believed goDesign provided new ideas for their classroom practice. They felt it broadened horizons for both themselves and their students, through: personally inspiring experiences and career aspiration; engagement in design thinking process, skills and mindset; and providing a valuable opportunity for community building. As educators in regional and rural areas often experience geographical, social and professional isolation, this paper argues that place-based informal design immersion programs might be an innovative way to engage and educate both students and teachers with design, thus building the competencies required for successful twenty-first century futures. [ABSTRACT FROM AUTHOR]

An important body of research has developed in recent years, explaining ways in which product materials influence user experiences. A priority now is to ensure that the research findings are adopted within an educational context to deliver contemporary curricula for students studying the subject of materials and design. This paper reports on an international initiative to develop 'materials experience' as a formal subject of study, complementary to traditional technical and engineering approaches to materials and design education. General learning objectives for materials experience are established, followed by specific attention to three kinds of experience that arise during user-material-product interaction: gratification of senses, conveyance of meanings, and elicitation of emotions. For each of these kinds of experience, a specially devised active learning exercise is explained in detail. In combination, these exercises are argued to deliver a good foundation for student appreciation and action on designing for material experiences in product design. The paper concludes with recommendations for how to responsibly redress the imbalance that exists in materials and design education, by transitioning from a culture of 'imparting knowledge about materials' to a culture of 'generating experience with materials'. [ABSTRACT FROM AUTHOR]

The need for a new literacy that will allow for meaningful participation in the rapidly evolving field of nanotechnology is very critical to national development. This need is important for nanotechnology to achieve its full potential. This paper describes and analyzes some contemporary philosophical interpretations of the concept of technological literacy. The paper then focuses on some of the metaphysical assumptions underpinning the techno-scientific literacy framework; and theories governing public understanding of science and technology, as the basis to propose a new technological literacy framework suitable in the era of nanotechnology. A case is made that the new technological literacy framework proposed is a suitable and essential pedagogic endeavour which should be seen as yielding a perspective through which meaning may be infused into the importance of nanotechnology development-a perspective as essential to the informed lay person as it is to the truly literate technologist. The paper concludes by analyzing the implications of the proposed epistemological framework on nanotechnology workforce development and makes recommendations based on this new framework to achieve a 'nanoliterate' society. [ABSTRACT FROM AUTHOR]

The focus of this paper is students’ design productions as they engaged in designing and making a windmill model to lift a given weight. This work is part of a project on the development of design and technology (D&T) education units and its trials among Indian middle school students (Grade 6, age 11–14 years) in different socio-cultural settings. Since D&T is not a part of the Indian school curriculum, the students had no earlier experience of design. Our trials included an exploratory phase followed by groups of students producing technical drawings and a plan for the making action (procedural map) before engaging in making the windmill model. The paper presents findings from a qualitative analysis of urban and rural students’ pencil and paper productions, complemented by observations from video recordings of the collaborative engagement of these naïve designers. Students used graphical symbols, analogical, spatial and functional reasoning in their design activities. Choice of materials and tools, the nature of exploratory sketches, variety in design and attentions to issues of stability showed differences between the urban and rural groups. Some potential implications of D&T units for classroom learning have also been discussed. [ABSTRACT FROM AUTHOR]

This paper studies the impact of gender on the interest in engineering and technical subjects of the students in the first courses of secondary education. A statistical analysis was carried out, analyzing the use of a free virtual-reality application, developed by the 3M Foundation, which aims to bring these subjects to the students. Non-parametric statistical methods were used to analyze several variables, such as repetition of the experience, new learning and knowledge reinforcement as well as learning in different ways, which were collected through two questionnaires. These were Pre and Post the playing of the game and later, subsequently validated. This analysis demonstrated that gender has an impact on the interest of the students in engineering and technology but it does not have any influence on the rest of the studied variables. The results show that the interest of girls could be increased through group activities. Age has only influence on the desire to repeat the experience, with a varied level of influence, in the case of the technological contents. The motivational factors that have a greater influence on each variable, "innovation" and "usefulness", were also analyzed. [ABSTRACT FROM AUTHOR]

Industrial design (ID) undergraduate education in China is seen as a new rapidly growing discipline over the past 40 years. China's ID education is not well known in the West due to several barriers: language, the Great Firewall of China which blocks out most of the Western websites and a 12-h time difference. All Chinese ID curriculum and program information are available in Mandarin. The Ministry of Education administers all Chinese design education as well as ID scholarships and faculty exchange grants and its website and documents require translation. The Great Firewall of China blocks 90% of Western websites including Google making it difficult for Western Scholars to access accurate information about the size and shape of the Chinese ID education landscape. China has a historical relationship between the ID schools in China and the United States. Chinese students are studying or alumni of every American ID program. China and USA share similar program types, dual-track admissions for art and design streams, and academic calendars. In this paper, a model was developed to clarify the features of ID undergraduate education in China and USA, and a survey of eight ID schools was processed. Four aspects were comparatively discussed: (1) types of ID education, (2) ranking, evaluation, and certification of ID schools and programs, (3) curriculum, credits, course features, and yearly schedules of schools, (4) influences coming from the culture and globalization process. Based on the analysis, the similarities and differences in ID undergraduate education between the two countries are discussed. Results show the dual-track modes in China and USA are different. It is mainly reflected in the management and enrollment, curriculum organization, and cultural environment. Implications for the localization, openness, and globalization to ID education are finally discussed together with several directions for future development. The findings are valuable to USA and Chinese ID departments and faculty, researchers, staff and visiting scholars. It is also useful for university administrative units such as registrars, admissions, international offices and exchanges to understand each other. [ABSTRACT FROM AUTHOR]

Within this paper, a conceptualised triadic schema is hypothesised for locating emotion within a creative, learning and product orientated Design and Technology experience. The research is based upon an extensive literature review that has been synthesised and juxtaposed with the broad aspirational aims of the subject. The schema, based upon abductive reasoning and grounded theory, ultimately conceptualises the overarching theme of emotion within a creative, learning and product orientated Design and Technology experience within the Primary and Secondary stages of England’s education system. The triadic schema offers an additional opportunity in meta-theorising how the broad aspirational aims of the subject, as outlined in the English national curriculum statement of importance for Design and Technology, can be achieved through recognising the powerful overarching concept of emotion within three emerging domains: Person, Process and Product. The central tenet of this paper is the recognition of emotion within a triadic schema for meta-theorising the place of emotion within a creative, learning and product orientated Design and Technology experience. [ABSTRACT FROM AUTHOR]

This paper reports on a novel approach taken by the author to the teaching of an Internet programming course targeted at final year diploma and second year degree students. The uniqueness of engineers and their identity is discussed, as is the self-constructed world and ways of knowing in which humankind operates. The novel approach to teaching a software-coding course, and this course’s underlying philosophies of learning, the approach taken in class-contact time, and the methods of interaction with the students are presented, along with the conventional structure, quantitative measures, outline, and assessment of the course. The effects and observations of approaches employed are discussed, and the quantitative outputs achieved are presented alongside the unquantifiable impressions, comments and positive feedback. [ABSTRACT FROM AUTHOR]

This paper reports on the results of a survey and qualitative analysis on the teaching of ‘Basic Design’ in schools of design and architecture located in 22 countries. In the context of this research work, Basic Design means the teaching and learning of design fundamentals that may also be commonly referred to as the Principles of Two- and Three-dimensional Design. The body of knowledge associated with Basic Design may be regarded as part of the general theory of teaching and learning design as practiced in many design schools and which has its origins in the classical design schools such as the Bauhaus. In the author’s perception and practice, the pedagogy of Basic Design promotes a holistic, creative and experimental methodology that develops the learning style and cognitive abilities of students with respect to the fundamental principles of design. This includes an understanding of the elements of shape, colour, texture, light, and rhythm in a manner complementary but usually unrelated to the common design methods teaching approach. As is well known among design practitioners, including architects and industrial designers, a deep understanding of the purpose of these fundamental design elements and principles is still relevant to contemporary design practice. The main objective of the research described in this paper was to determine the status and development of Basic Design pedagogy in a significant number of contemporary design schools. On the basis of the results of two surveys conducted in 2001–2002, this paper will identify and illustrate interesting aspects concerning the programmes and organisation of courses delivered by teachers of ‘Basic Design’. This work will also survey the viewpoints of Basic Design teachers in elementary years of design courses and of those teaching design through projects during the subsequent years of the same courses. Interestingly, the design project teachers surveyed in this research expressed a desire to be more involved in the teaching of Basic Design fundamentals which indicates strongly that Basic Design principles are still relevant in contemporary design education terms as they have ever been and that more research is needed in order to better understand and apply the related pedagogy. [ABSTRACT FROM AUTHOR]

UNICEF states that in 88 countries studied ‘more than 13 million children currently under the age of 15 have lost both parents to Aids, most of them in sub-Saharan Africa’ (UNICEF 2002). The impact of this Aids pandemic cannot be overstated. Indeed the long-term impact of such statistics is scarcely imaginable and has not been experienced in the world to date. Sustainable, indigenous technology may be a way of providing a meaningful educational experience for such marginalised young people. However the concept of sustainable, indigenous technology is not always clearly defined. This paper seeks to discuss this concept in relation to education and in particular considers the impact of the HIV/AIDs pandemic in Tanzania. The paper will outline: [ABSTRACT FROM AUTHOR]

This paper addresses two closely interrelated issues in Technology Education: knowledge and values. The starting point for the discussion is analysis of the nature of knowledge in technology education. Approaches for theorising knowledge will be analysed in this paper as well as problems associated with them. Three major types of problems are identified: problems with finding an appropriate approach for the analysis of technological knowledge; problems with a technocratic interpretation of technological knowledge for the purpose of its classification; and problems with establishing a consistent approach to distinguish common features of technological knowledge. A model that represents knowledge in technology education and the place of values in it is presented as a way of overcoming the problems specified. The claim is made that understanding of knowledge/values relationships can improve theoretical understanding of how technology education can be constructed. [ABSTRACT FROM AUTHOR]

Focus groups are increasingly used in industry to elicit data on product users' less tangible needs and associated product symbolism. This can have a considerable impact on a product's subsequent sales and hence is commercially extremely valuable design research. This paper provides an overview of an action research project which placed both a designer and an undergraduate designer, rather than a market researcher in direct contact with users in focus groups. The aim of the work was two-fold: firstly to develop a protocol for a designer to manage focus groups effectively, and secondly to see if this experience could improve the designer's ability to empathise with a range of users (socio- economic, culture, gender, age or abilities). In reporting the above, the paper also attempts to extrapolate the findings to a schools context; could focus group methods be used be used by students at a school level both as a vehicle for design research and as a learning tool? This paper provides a background to focus group methods, together with their advantages and limitations. The action research project is described and three case studies within it are outlined. The protocols developed are described. The final section of the paper looks at the degree to which this work could be extrapolated to schools level design work both in the United Kingdom and internationally. [ABSTRACT FROM AUTHOR]

The stated aim of technology education in New Zealand is to develop students' level of technological literacy. This paper introduces the Technology Assessment Framework (TAF) as an organisational tool for the development and delivery of technology programmes that focus on increasing students' technological literacy through the enhancement of their technological practice across technological areas and contexts. The TAF was developed and refined in 1999 and 2000 as part of a two year New Zealand Ministry of Education funded research project, and integrated within a national professional development programme in 2000 designed for preservice and inservice teacher educators in New Zealand. This paper backgrounds the sociocultural theoretical position of the TAF and explains how it reflects and furthers the aim of technology education in New Zealand. The TAF is then presented and explained with the aid of illustrative examples from classroom practice. [ABSTRACT FROM AUTHOR]

New Zealand under went major curriculum reforms in the early 1990's. These reforms were determined by the New Zealand Curriculum Framework which provides an overarching framework for the development of curricula in New Zealand and which defines seven broad essential learning areas rather than subject areas. Technology is important and should be part of the education of all students. Six grounds for developing technology education were given, namely: economic, pedagogic, motivational, cultural, environmental, and personal. This paper reports on the development of a technology curriculum in schools. The philosophy of the curriculum will be discussed, particularly crucial aspects such as inclusiveness. The way in which the technology curriculum has attempted to meet the needs of a New Zealand technological society will be examined. The general aims of technology education in Technology in the New Zealand Curriculum are to develop: technological knowledge and understanding; an understanding and awareness of the interrelationship between technology and society; technological capability. The development of seven technological areas for all students will be highlighted. This paper will discuss in detail the development of the national technology education policy and the way in which the curriculum was developed. The last section of the paper will consider issues related to teacher development programmes and areas of future research. [ABSTRACT FROM AUTHOR]

The paper introduces the highly problematic nature of modelling in design and technology education and examines the relationship between cognitive and concrete modelling. Its aim is to gain insight into what learners do, rather than what others say they ought to do in their learning activities. The variety of purposes that educators have for learners' modelling are discussed through examining the contested curriculum justification for design and technology education itself. The paper proposes that learners' modelling cannot be extracted from the social milieu in which they act and it provides some insights of these social influences through the analysis of two case studies. Their settings are a girls' secondary school and a college of higher education. Each case study is presented independently but organised with a common format to consider a) the impact of assessment on learning intentions and outcomes; b) cultural influences on learning and modelling; c) social influences on learning and modelling. A discussion of the emergent themes considers implications for teachers. [ABSTRACT FROM AUTHOR]

The supply of highly qualified scientists, technologists, engineers and mathematicians is perceived by governments globally as being vital in securing economic prosperity, but somewhere along the line pupils are being 'switched off', and disengage with the study of science, technology, engineering and mathematics (STEM) beyond compulsory schooling. Improved STEM Education is presented as a way forward, and the supply of well qualified teachers is perceived as integral to achieving this vision. However in England and Wales, as government funded teacher training bursaries rise for those seeking to pursue a career in mathematics or science, funding for those wishing to train to teach engineering or design and technology is less lucrative. As individual disciplines both hold enormous potential to contribute to the STEM agenda, however currently this is not wholly realised. Set against a background of policy reform and curriculum change, this paper seeks to explore the ways teachers of design and technology perceive STEM, and how the range in variation of perception, relates to design and technology pedagogy. Phenomenography is the adopted methodology, and as such this paper explores participant's pedagogical understanding and perceptions from a non-dualistic ontological stance. The primary research tool was interview, which following data analysis, categories of description were formed to create empirically grounded outcome spaces. Outcomes from this study show that teacher's perception of STEM, their personal knowledge, and understanding of that knowledge, is intrinsically linked to the effectiveness of STEM delivery in their own classroom practice. In conclusion, findings from this study would support, in order for learners (pupils) to become STEM literate, that teachers of all STEM subjects be supported to explore ways in which they can best foster mutually reciprocal arrangements with their STEM counterparts. [ABSTRACT FROM AUTHOR]

A philosophical shift in policy now situates the development of technological capability as the focus of Irish technology education. Internationally, the effectiveness of curricular reform in the discipline has previously been called to question, as the legacy of the preceding vocational craft subjects has been seen to throttle the evolution of practice in aligning with emergent policy. As Irish technology education shares this vocational heritage, this research seeks to explore the effectiveness of policy change through an investigation of current practices in the discipline. Specifically, this research seeks to explore the alignment of teachers' perceptions of practice in terms of the focus of learning activities and educational outcomes as prescribed by curricula. A methodological framework was developed to explore teachers' (n = 15) perceptions, ecologically rooted in the tasks and activities they use to teach in their classrooms. The results suggest a misalignment between what teachers conceive as important to the discipline, and their enacted practices. The paper unpacks the contentions surrounding this misalignment and discusses factors which appear to influence teachers' perceptions, forming a greater understanding of what influences practice in the discipline. [ABSTRACT FROM AUTHOR]

In Ireland, Technology Education's structure and organisation across the levels of education is not delivered or governed in a coherent manner. Technology Education in primary level education, for students between 5 and 12 years of age, does not explicitly exist as a separate subject. In primary level education, Social, Environmental and Scientific Education (Science), encourages a child to examine and appreciate how technology and science impacts on their lives and the environment. It supports children developing design and make skills, and to apply scientific ideas to everyday situations and practical problems (DES in Primary school curriculum, science. Social, environmental and scientific education curriculum, ). In addition, various initiatives such as the Junior Lego League, supported by the Galway Education Centre, facilitate various perspectives of Technology Education. In second level education, which this paper primarily focuses on, Technology Education exists as a suite of eight subjects, for students of 12-18 years of age. In third level education students can choose from a wide range of bachelor degree programmes in science, technology, engineering or maths. The degree programmes available at third level also include programmes in initial teacher education (ITE). These programmes in initial teacher education are offered by two institutions, and graduate second level teachers to service the second level system. Technology Education in second level education was first introduced to Ireland in 1885. Since this introduction, revisions and changes have occurred, in both the Irish economy and syllabi. In 2006, Technology Education syllabi were revised to include more design activity at senior cycle. These changes reflect the forward thinking of policy makers in reflection of the progression from the industrial era to the information era to the conceptual era. The scope of second level Technology Education in an Irish context is still perceived by many as vocational, though progressive reformations are advancing towards a design-driven framework, grounded in a strong craft practice. This changing technological environment has resulted in the promotion of design activity in second level Technology Education in Ireland. This paper reviews the establishment of design education in Technology Education in the Irish second level education context, where an epistemological shift towards design activity has occurred. [ABSTRACT FROM AUTHOR]

The Republic of Korea is a forerunner in integrating the topic of standardization into engineering education at the academic level. This study investigates developments and evolutions in the planning and operating of the University Education Promotion on Standardization (UEPS) in Korea. This paper examines why the Korean government initiated the UEPS, how the UEPS has operated, and what the educational content of the UEPS program is. This study of the UEPS may serve as a benchmark of how to incorporate technical standards into science and technology education at both the national and individual university levels. Some implications and considerations for the future introduction of similar courses in other countries are discussed. [ABSTRACT FROM AUTHOR]

The author reflects on learning the concepts in technology highlighting the mission of the International Conference on Technology Education(ICTE). He cites that the peculiar design-and-making type of learning provides an integrated learning environment where students develop their creativity based on a spectrum of cross-curricular knowledge.

A fascinating and rich landscape of personal views and approaches can be seen in architectural design and in architectural design education. This variation may be confusing for students. This paper focuses on the question: is the framework of generic elements that we developed for explicating the design process helpful to compare the differences in architectural design approaches? The results of interviewing a variety of 15 architectural, urban and landscape designers show all kinds of personal approaches that have a set of five underlying generic elements in common. Therefore, the framework may be helpful for teachers and students to describe these personal approaches and may help students in understanding differences and similarities and in finding out what their own personal approach may be. [ABSTRACT FROM AUTHOR]

The curriculum for undergraduate engineering courses in Malaysia is becoming increasingly structured, following the global trend for quality assurance in engineering education, through accreditation schemes. Generally, the accreditation criteria call for the graduates from engineering programs to demonstrate a range of skills, from technical problem solving to soft skills and an aptitude for lifelong learning. In order to comply with these criteria, accreditation schemes are adopted as a quality assurance measure. This paper shall introduce the characteristics of the engineering accreditation scheme in Malaysia. The impact of the accreditation scheme on the quality of these engineering programs shall be evaluated. Data collection is in the form of benchmarking and questionnaires. The evaluation criteria shall be in terms of benefits to the institution, academic faculty, students, and the challenges encountered. A discussion on the evaluation shall include the supposed dichotomies which arise from this accreditation process, namely the compromise between research versus teaching; and the value of engineering knowledge whether as an academic pursuit or catering to industry's needs. Ultimately, this paper shall address a fundamental question related to undergraduate teaching in engineering: whether accreditation is a necessary prerequisite in maintaining high standards in engineering programs in Malaysia. [ABSTRACT FROM AUTHOR]

This paper discusses a comparative study of the effects of using a humanoid robot for introducing students to personal robotics. Even if a humanoid robot is one of the more complicated types of robots, comprehension was not an issue. The study highlighted the importance of using real hardware for teaching such complex subjects as opposed to relatively cheap simulation environments. While the field of robotics is still in its infancy it benefits from a 'wow' effect that can be utilized to positively influence the education of new specialists in this field. This comparative study, done at the Polytechnic University of Bucharest, highlights the educational benefits of this idea. Two groups of students took part on a completely volunteer basis in an 'introduction to personal robotics' workshop. While one group only worked with simulators on computers, the other group was also given access to real robots in addition to the simulators. This allowed them to test their programs on a real platform and tweak them to compensate for differences between the virtual world and the real world. This second group had consistently and considerably better results than the first group. [ABSTRACT FROM AUTHOR]

This paper explores the integration of Education for Sustainable Development (ESD) in technology education and the extent to which it is currently addressed in curriculum documents and state examinations in technology education at post-primary level in Ireland. This analysis is conducted amidst the backdrop of considerable change in technology education at post-primary level. The analysis of the provision of technology education found, that among the range of technology related subjects offered, the study of Technology and Society is only addressed in one in a comprehensive manner. The paper discusses the implications of this limited integration, examines the factors inhibiting greater integration of ESD and outlines opportunities for future development. [ABSTRACT FROM AUTHOR]

This paper is a review of the literature related to teaching science through designing technology. The premise of this method is that designing technology presents the students with the context through which they can apply the science concepts they learned and thus enhancing their understanding of these concepts. Despite the promise of this method, teachers attempting it were faced by many challenges such as: (1) teachers did not have a grasp of the complex relationship between science and technology and assumed that technology was simply applied science, (2) the students were not able to transfer their learning of science to designing technology, (3) teachers did not have a deep understanding of the design process and tried to teach it as a linear, context-free process without regard to the context of the problem. The purpose of this paper is to extract from the literature a better understanding of teaching science through designing technology and the elements that teachers need to satisfy in order to increase their chances of successfully implementing this method in the classroom. [ABSTRACT FROM AUTHOR]

This paper discusses the ways in which the long-established tradition of the design ‘practicum’ continues to structure teaching and learning in undergraduate programmes. It draws on an in-depth empirical study of one degree course in graphic design and accompanying research in a small number of professional graphic design studios; this dual focus enables identification of shared practices and discourses across the two contexts. Examination of its distinctive modes of teaching and learning indicates the effectiveness of practicum pedagogy in promoting design understanding and the professional preparation of students. The study’s insights into the design classroom are illuminated by situated theories of learning, particularly the idea that knowing equates to participation in the specialist knowledge community of graphic design. A key feature of the learning situation is identified as the practicum discourse shared by tutors and learners, which is characterized as metaphor-based rather than analytical and abstract. The strengths and limitations of this practice-oriented discourse are discussed in the light of the recognized difficulties in articulating art and design knowledge, and its consequent problematic status in the academy. The paper’s focus on metaphorical discourse offers a different view of design pedagogy, and suggests a means of researching it that may also be relevant to other practice-oriented domains. [ABSTRACT FROM AUTHOR]

The various modes in which individuals relate to the collectivity of a group have been fruitfully explored in research on group dynamics. The present paper applies a phenomenological interview approach to understand how this dynamic relationship plays out among design students in a collaborative design situation. Through deep-interviews with the members of a temporary design group, a number of dimensions for this relationship were uncovered. These individual-group characteristics related to instrumentality of engagement, experience of ambivalence and threat and finally to the process of individualization in which the group enabled an individual “design self”. After having presented the theoretical underpinnings and the empirical results of this study, the paper ends with suggesting a synthesis perspective of the individual-group relation in collaborative design. [ABSTRACT FROM AUTHOR]

Technology and design was added to the Northern Ireland curriculum in September 1992 and through it, teachers seek to address the need for pupils to understand the ever-changing man-made world by developing skills and understanding in its four elements of designing, communicating, manufacturing and the use of energy and control. To be effective in attaining these goals, it is important that teachers allow pupils to have a voice in their learning. They should do this by taking account of pupil responses to the tasks they issue and using those responses as a basis for making choices about instruction and support strategies. This is particularly important in technology and design as pupils need to interpret instructions in light of their design ideas. This paper outlines how three case studies of technology and design teaching were used to identify a range of teaching and learning strategies and evaluate them for their potential to create a learning dialogue with pupils. Drawing on aspects of the effective teaching debate, this learning dialogue was then applied to how teachers exploited pupil histories, managed a range of collaboration strategies and provided effective task orientation. The case studies were based on observations, interviews and content analysis of work over a complete design-and-make project in each school. The paper outlines three continua for effectiveness in each of the three areas observed. The first continuum shows that teachers need a more individualised view of building on pupil histories, the second outlines a range of strategies for the management of pupil collaboration in learning and the third suggests that pupils need to be orientated into complex tasks in ways that support a progressively increasing level of independence in their thinking. [ABSTRACT FROM AUTHOR]

The introduction of technology education in primary and secondary schools during the past 10–15 years around the world has presented a number of difficulties for teachers, primarily related to their coming to understand the phenomenon of technology and to conceptualise the technology learning area in line with national frameworks. This paper reports on a professional development experience that aimed to assist a small group of primary school teachers to develop their understandings of technology and technology education. A theoretical model framed a series of professional development interactions between the researchers and the experienced teachers who were new to teaching technology. Data sources included teacher interviews, video recordings of the activities, teacher made models, and extracts from their reflective journals. The study presented some insights into how professional development experiences for teachers new to technology could be organised and implemented to best support their developing technology practices and understandings. [ABSTRACT FROM AUTHOR]

Understanding and undertaking technological practice is fundamental to student learning in technology education in New Zealand, and the enhancement of student technological literacy. The implementation of technology into New Zealand’s core curriculum has reached the stage where it has become critical that learning programmes are based on student progression to allow for a seamless education in technology from early primary to senior secondary. For this to occur, teachers and students need to focus learning on key features of technology education. This paper is based on research initiated in 2001 which explored the nature of progression of student learning in technology. It draws on findings from research undertaken in New Zealand classrooms in 1999–2000 that resulted in the development of the technology assessment framework (TAF), (as reported in detail Compton & Harwood 2003). The 1999–2001 research was funded by the New Zealand Ministry of Education. Findings from the 2001 research allowed for the identification of key features of technology education that are relevant across all age groups, contexts and technological areas. These key features were collectively termed components of practice. The three components of practice established to date are brief development, planning for practice, and outcome development and evaluation. This paper discusses the development of progression matrices for each of these and provides illustrative examples of student work levelled against the matrix indicators of progression for brief development. [ABSTRACT FROM AUTHOR]

The paper explores the role of values in design decision-making through the eyes of key authors and a pilot study. ‘Knowing that’ and ‘knowing how’ in designing are reviewed and the problematic distinctions between ‘know how’; and skill noted. The effect of values on design decision-making is discussed and examples from the pilot study are presented together with a new categorisation strategy for values in design decision-making. [ABSTRACT FROM AUTHOR]

Presents guidelines for authors who wish their articles published in the "International Journal of Technology and Design Education." Manuscript submission and presentation; Reviewing procedure; Page charges and color figures; Copyright.

This paper examines some of the many problems and issues associated with integrating new and developing technologies into the education of future designers. As technology in general races ahead challenges arise for both commercial designers and educators on how best to keep track and utilise the advances. The challenge is particularly acute within tertiary education where the introduction of new cutting edge technology is often encouraged. Although this is generally achieved through the feedback of research activity, integrating new concepts at an appropriate level is a major task. Of particular concern is how focussed areas of applied technology can be made part of the multidisciplinary scope of design education. The paper describes the model used to introduce areas of Artificial Intelligence (AI) to undergraduate industrial design students. The successful interaction of research and education within a UK higher education establishment are discussed and project examples given. It is shown that, through selective tuition of research topics and appropriate technical support, innovative design solutions can result. In addition, it shows that by introducing leading edge and, in some cases, underdeveloped technology, specific key skills of independent learning, communication and research methods can be encouraged. [ABSTRACT FROM AUTHOR]

There is a lack of evidence that examines, together, the triad of how teachers in elementary/primary schools are translating curriculum requirements for teaching design, within technology frameworks, in their classrooms, how their students then proceed with design, and how 'school situated design' relates to 'workplace design'. This paper explores the relationships between designerly thinking and behaviours situated in classrooms and in the workplace, beliefs about how designing is learned in schools and in the 'real world', and children's, teachers' and designers' understanding of design. These are be illustrated by extracts from interviews with teachers, children and designers and evidence of designing in classrooms and in the workplace. Similarities and differences between evidence from 'school situated design' and 'workplace design' and from Canada and the United Kingdom (UK) are discussed. [ABSTRACT FROM AUTHOR]

The ubiquitous and often pervasive expansion of the science, technology, engineering and mathematics (STEM) agenda across global education systems has largely gone uncontested. Strategic efforts to build on perceived natural subject synergies across the separate STEM disciplines are promoted as central to supporting the growth of economies through the development of human capital and by ensuring the supply of suitably trained individuals for vocational roles in these areas. However, these efforts are predicated on the assumption that such perceived natural subject synergies can easily support pedagogical complimentary and in so doing, often fail to acknowledge the social histories of the subjects involved. In this paper the authors examine the divergence in treatment of STEM subjects within the Irish second-level context through the lenses of subject hierarchies and social class. The cultural capital associated with studying each of the respective STEM subjects in school is considered and the objectives of the STEM agenda are problematised. [ABSTRACT FROM AUTHOR]

Industrial Design education is poorly understood by laypeople but is present in Australian curricula from primary through to tertiary education levels. Designers and design researchers have long recognised the value of the broad-ranging skills, knowledge fields, and personal qualities design education imparts, but this understanding is generally not shared by the wider community who may see design as surface decoration. This research identifies indicators of value and relevance taken from the twenty-first century competences literature, then measures their presence in four different Industrial Design education settings. Two studies were undertaken. First, Industrial Design educators from primary, secondary, and tertiary levels were surveyed. Then diverse Industrial Design education stakeholders from education and non-education settings were interviewed. The studies gathered both quantitative and qualitative data on the value and relevance of current Industrial Design education in Australia. The result is a comprehensive analysis of the twenty-first century competences present in Australian Industrial Design education, which concludes with recommendations for ways Industrial Design education can benefit twenty-first century learners, as well as ways it should evolve to remain relevant. [ABSTRACT FROM AUTHOR]

While the goal of the vocationalisation of school curriculum has been viewed as fallacious and mythical, many countries have continued to introduce practical subjects in schools. This paper reports on the views of three teachers involved in the development of the technology studies curriculum. The curriculum developers' views were corroborated with a focus group discussion involving teachers that were invited for the first ever primary school technical teacher training. The in-depth discussions focused on their understanding of the rationale and future of technology studies in the primary school curriculum and how to build teacher capacity for the subject. The teachers viewed the programme as providing primary school learners with skills for their survival after school as chances of proceeding to secondary were limited. Learning in this programme was also seen as likely to develop attitudes necessary for technology studies at tertiary level. In conclusion, the teachers hold the assumption similar to skills development for jobs and employment while technological literacy is not viewed in its broad sense and this has implications on how and what to teach. [ABSTRACT FROM AUTHOR]

In the school based subject of design and technology (D&T) a fundamental element is designing and making functional products using critical and creative thinking whilst developing skills in the use of a variety of processes and materials. Teachers of the subject need to be more then just 'enthusiastic' about the processes involved if they are to develop enthusiasm in their pupils that will sustain them through the exciting but sometimes arduous and difficult processes required to achieve outcomes of which they and their teachers can be proud. The intention of this research project, using an initial sample of forty-nine students and a non-probability purposive sample of ten students studying to become D&T teachers was to tease out the factors which appear to enable some students to be passionate about creating a product to a given brief while others from similar backgrounds and expectations, given the same brief, and in the same learning situation, do not reach this level of enthusiasm. The data collection method used was an attitude scale and semi-structured interviews which were qualitatively analysed in order to identify factors involved, with the intention of informing and improving the way the authors teach their students, to design, and about design, with the additional aim of improving the students teaching of that activity once they become D&T teachers. Within the full paper results are discussed and tentative conclusions drawn. [ABSTRACT FROM AUTHOR]

Spatial ability has been confirmed to be of particular importance for successful engineering graphics education and to be a component of human intelligence that can be improved through instruction and training. Consequently, the creation and communication by means of graphics demand careful development of spatial skills provided by the balanced curricula based on the research results in multi disciplinary area. The approach to engineering graphics education had been transformed to meet spatial skills improvement even before significant and fast changes arose from the development of computer technology enabling the engineer powerful tools and techniques. The correlation and interference between new technologies widely introduced in engineering graphics education and spatial ability/skills, have initiated new studies to establish the basis of holistic engineering graphics education. This paper presents the overview of some efforts and possible answers resulting from intensive research into spatial ability and skills and their implementation in the conception of graphics education in engineering environment. [ABSTRACT FROM AUTHOR]

This paper reports on findings related to the Nature of Technology from Stage Two of the Technological Knowledge and Nature of Technology: Implications for teaching and learning ( TKNoT: Imps) research project undertaken in 2009. A key focus in Stage Two was the trialing of different teaching strategies to determine how learning related to the components Characteristics of Technology (CoT) and Characteristics of Technological Outcomes (COTO) could be supported. These components fall within the Nature of Technology (NoT) strand of technology in the New Zealand Curriculum (NZC) (Ministry of Education, ) and as such, reflect a philosophical understanding of technology as a discipline. During this stage of the research further exploration was undertaken to determine how student understanding of these two components of technology education progressed from level 1 to level 8 of the NZC (Ministry of Education, ). Common misconceptions and partial understandings related to these components are identified and explained and four case studies are presented to illustrate strategies employed by teachers and their impact on student learning related to these two components. The Stage Two outcomes resulted in the revision of the Indicators of Progression for CoT and CoTO in order to clarify the progression expected of students in each component and provide increased teacher guidance to support such progression. [ABSTRACT FROM AUTHOR]

This paper, based in Northern Ireland, is a case study of an innovative programme which places year 3 B.Ed. post-primary student teachers of Technology and Design into industry for a five-day period. The industrial placement programme is set in an international context of evolving pre-service field placements and in a local context defined by the Northern Ireland Curriculum (CCEA ); a rationale for the inclusion of Technology and Design within that curriculum; and the promotion of a STEM (Science, Technology, Engineering and Mathematics) agenda. Undertaken in collaboration with a range of industrial partners, the placements aim to give the student teachers an opportunity to spend time in industry. All the students concerned started their teacher education degree straight from school and therefore are without industrial experience. As a result of the placements the students gained valuable industrial experience and thereby further enhanced their working knowledge and understanding in their main subject area of Technology and Design, in particular, and other curricular areas, in general. The students report many benefits, both personally and professionally, to be gained from the placements typically the opportunity to see a range of industrial processes, many of which they are required to teach, and to gain a better understanding of the link between content of Technology and Design education and the activities of industry. This case study is based on feedback from the 2010 to 2011 cohort of students whose comments confirm the inherent value of exposing student teachers to industrial environments. [ABSTRACT FROM AUTHOR]

Historically speaking, students were judged long before they were marked. The tradition of marking, or scoring, pieces of work students offer for assessment is little more than two centuries old, and was introduced mainly to cope with specific problems arising from the growth in the numbers graduating from universities as the industrial revolution progressed. This paper describes the principles behind the method of Comparative Judgement, and in particular Adaptive Comparative Judgement, a technique borrowed from psychophysics which is able to generate extremely reliable results for educational assessment, and which is based on the kind of holistic evaluation that we assume was the basis for judgement in pre-marking days, and that the users of assessment results expect our assessment schemes to capture. [ABSTRACT FROM AUTHOR]

This paper presents a model to describe technological literacy as enacted by indiviudals in the course of shaping their lives and the world around them. The model has two interrelated facets-the potential for and enactment of technological literacy-where enactment and potential mutually constitute each other. This potential is made up of knowledge of a particular situation, personal engagement with a situation, and social engagement in the world. Enactment requires a particular set of competencies in action, which together helps shape the situation: recognizing needs; articulating problems; contributing towards the technological process; and analysing consequences. The implications of this model for technological literacy in the context of the individual and society, and the role of technology education in developing technological literacy, are discussed. [ABSTRACT FROM AUTHOR]