Whose Image is it Anyway?: Some Considerations of the Curricular Importance of Subject Image in Secondary School Design and Technology Education

This paper explores the idea that a sense of school subject image is a necessary feature of curriculum management and a potent force for change. The discussion centres on the view that all school subjects have an image and that if those intimately involved with the subject do not control the image then someone else does! In such circumstances the image is the product of past encounters and old euphemisms and is unlikely to hold the changed realities.The UK developments in Design and Technology education (the term Design and Technology is used to denote the school subject defined under this heading by the UK National Curriculum, 1995) have created something of an image problem which has interesting international parallels. Some of these problems are due to clearly discernible internal tensions and an ambiguous relationship with other subject areas.Through greater attention to subject image internal controversies might be acknowledged and resolved, relationships with other subject areas can be more meaningfully understood and practitioners can be helped to make sense of curriculum change.     

Design and Technology – the Nuffield Perspective in England and Wales

This paper describes the development of the design and technology component of the National Curriculum of England and Wales from its inception in 1988 to its current form in 1995 and the influence of the Nuffield Design and Technology Project in this process. The paper discusses the Nuffield approach to four important issues – breadth and balance, continuity and progression, differentiation and clarity of content. The paper discusses the role of the teacher and identifies four important features required for successful teaching. The paper describes the work of the Project in providing continual professional development for design and technology teachers including the work of area field officers to support teachers who are using the Project publications. This revised version was published online in August 2006 with corrections to the Cover Date.     

Students’ knowledge of emerging technology and sustainability through a design activity in technology education

International Journal of Technology and Design Education - The purpose of this study is to explore whether, and if so how, a design activity could encourage students to express and develop...     

STEM education in the twenty-first century: learning at work—an exploration of design and technology teacher perceptions and practices

Teachers’ knowledge of STEM education, their understanding, and pedagogical application of that knowledge is intrinsically linked to the subsequent effectiveness of STEM delivery within their own practice; where a teacher’s knowledge and understanding is deficient, the potential for pupil learning is ineffective and limited. Set within the context of secondary age phase education in England and Wales (11–16 years old), this paper explores how teachers working within the field of design and technology education acquire new knowledge in STEM; how understanding is developed and subsequently embedded within their practice to support the creation of a diverse STEM-literate society. The purpose being to determine mechanisms by which knowledge acquisition occurs, to reconnoitre potential implications for education and learning at work, including consideration of the role which new technologies play in the development of STEM knowledge within and across contributory STEM subject disciplines. Underpinned by an interpretivist ontology, work presented here builds upon the premise that design and technology is an interdisciplinary educational construct and not viewed as being of equal status to other STEM disciplines including maths and science. Drawing upon the philosophical field of symbolic interactionism and constructivist grounded theory, work embraces an abductive methodology where participants are encouraged to relate design and technology within the context of STEM education. Emergent findings are discussed in relation to their potential to support teachers’ educational development for the advancement of STEM literacy, and help secure design and technology’s place as a subject of value within a twenty-first Century curriculum.     

Reviewing the relations between teachers’ knowledge and pupils’ attitude in the field of primary technology education

This literature review reports on the assumed relations between primary school teachers’ knowledge of technology and pupils’ attitude towards technology. In order to find relevant aspects of technology-specific teacher knowledge, scientific literature in the field of primary technology education was searched. It is found that teacher knowledge is essential for stimulating a positive attitude towards technology in pupils. Particularly, teachers’ enhanced Pedagogical Content Knowledge is found to be related to pupils’ increased learning and interest in technology. Six aspects of technology-specific teacher knowledge that are likely to play a role in affecting pupils’ attitude are identified and schematically presented in a hypothetical diagram. It is concluded that more empirical evidence on the influence of technology-specific teacher knowledge on pupils’ attitude is needed. The hypothetical diagram will serve as a helpful tool to investigate the assumed relations between teacher knowledge and pupils’ attitude empirically.     

Does the Need for High Levels of Performance Curtail the Development of Creativity in Design and Technology Project Work?

This article seeks to examine the relationship that exists between the development of high order thinking such as creative and problem solving skills and the need for pupils to achieve high levels of performance in their design and technology public examinations during the final year of compulsory education in the UK.The data under discussion were collected during the final year of a four year research project when a sample of fifty 15–16 year old pupils was chosen from eight schools in the north-east of England.For the purpose of this article a further sub-sample of twenty-seven pupils [twelve pupils who achieved high marks for their project work (sixty-five percent and above) and the fifteen pupils who achieved low marks in their project work (forty percent and below) was selected.In discussing the findings, the relationship between levels of creativity, performance, personal goal characteristics, motivation and design procedures used by the pupils will be highlighted. Conclusions will then be drawn concerning the part played by GCSE Design and Technology examination project work in enhancing the development of creative, innovative thinking and problem solving skills.     

People,institutions, and technology: A personal view of the role of foundations in international agricultural research and development 1960–2010

In the 1940 and 1950s, the Rockefeller and Ford Foundations initiated overseas rural and agricultural development activities in a number of countries in Asia and Latin America. They began with country programs. These programs often involved creating new institutions in the recipient countries, and while the perspective was long term – as long as it took to achieve program goals – the foundations also explicitly sought to work themselves out of a job and turn over responsibility to nationals. By 1960 the two foundations had moved beyond national assistance programs to invent a new model, the international agricultural research center, designed to improve the lives of poor rural people by increasing the productivity of developing world agriculture. Some of the national programs were morphed into international centers. The international agricultural research centers proved attractive to other donors and by the 1970s international agricultural research had become institutionalized in the form of the CGIAR and its associate centers. The 1960s India agricultural program of the Rockefeller Foundation comprised a team of about a dozen American scientists working in India assisting Indian scientists to invent new approaches to agricultural technology development. At the same time and also in India, the Ford Foundation pioneered the integrated rural development model. By the mid-1970s integrated rural development projects were the approach of choice for many donors. In the 1980s the Ford Foundation moved away from agriculture concentrating on broader social issues; the Government of India and Rockefeller Foundation decided Foundation scientists had, indeed, worked themselves out of their jobs and Rockefeller’s India program was effectively closed down, although by then the international agricultural research centers, including ICRISAT in India, had attained a degree of maturity and stability. The Rockefeller Foundation invented another new model for agricultural research in the 1990s – the international rice biotechnology network, in which leading scientists from Asian countries, Western countries and the international centers worked together within a framework managed by Rockefeller scientists. In 2006, the Bill Melinda Gates Foundation entered the global agricultural scene in partnership with the Rockefeller Foundation to establish AGRA, yet another new model. By 2010 the Gates Foundation was annually spending about 10 times     

The teacher–community of practice–student interaction in the New Zealand technology classroom

This research investigated how secondary school technology teachers planned and implemented units that enabled students to access authentic technological practice through their contact with a community of practice (CoP). It was found that when teachers plan to access a community of practice for their students a complex dance-style relationship develops between the three parties involved. Unplanned interactions can have a significant effect on the planned teaching unit. If teachers are reflexive to the demands of the student and the CoP representative, there is the potential for the development of teaching programmes with technological outcomes that reflect authentic technological practice.     

Economics at the FCC, 2017–2018: Internet Freedom,International Broadband Pricing Comparisons,and a New Office of Economics and Analytics

The Federal Communications Commission’s (FCC’s) current strategic plan lists four priority goals: closing the digital divide; promoting innovation; protecting consumers and public safety; and reforming the FCC’s processes. Economists at the FCC contribute toward the realization of each of these goals, through analysis of the nature and significance of the underlying problems that regulations are intended to solve, as well as assessments of alternative solutions. Three major FCC initiatives demonstrate the role that economic analysis played in Commission decisions in 2017–2018: the Restoring Internet Freedom Order; the new hedonic pricing model that was used in the International Broadband Data Report; and the order that reorganized Commission economists into the Office of Economics and Analytics.     

The study of technology as a field of knowledge in general education: historical insights and methodological considerations from a Swedish case study, 1842–2010

Today, technology education in Sweden is both a high-status and a low-status phenomenon. Positive values such as economic growth, global competitiveness and the sustainability of the welfare state are often coupled with higher engineering education and sometimes even upper secondary education. Negative values, on the other hand, are often associated with primary and lower secondary education in this subject. Within the realm of technology education at such lower levels of schooling in Sweden, different actors have often called for reformed curricula or better teacher training, owing to the allegedly poor state of technology education in schools. Recurring demands for a change in technology education are nothing unique from an historical point of view, however. In fact, the urge to influence teaching and learning in technology is much older than the school subject itself. The aim of this article is to describe and analyse some key patterns in technology education in Swedish elementary and compulsory schools from 1842 to 2010. This study thus deals with how technological content has developed over time in these school forms as well as how different actors in and outside the school have dealt with the broader societal view of what is considered as important knowledge in technology as well as what kind of technology has particular significance. The long period of investigation from 1842 to 2010 as well as a double focus on technology as scattered educational content and a subject called Technology make it possible to identify recurring patterns, which we have divided into three overarching themes: Technological literacy and the democratic potential of technological knowledge, The relationship between school technology and higher forms of technology education and The relationship between technology and science.     

Trade subsidies,export bans and price stabilization: Lessons of Bangladesh–India rice trade in the 2000s

During the world food price crisis of 2007–08, rice importing countries suffered through a sharp increase in international rice prices and disruptions in supply as several rice exporters restricted trade to mitigate their domestic price increases. Perhaps no country was more affected by these disruptions than Bangladesh. Our analysis shows that prior to the 2007 crisis, when Bangladesh imported an average of nearly 1 million tons of rice per year from India, domestic wholesale prices of rice in Bangladesh were co-integrated with import parity prices of subsidized Below Poverty Line (BPL) rice. When in mid-2007, India sharply curtailed exports, rice prices surged in Bangladesh.Model simulations show that a relatively small increase in private consumer stocks equivalent to about 2 weeks of normal consumption could account for the large surge in domestic prices in Bangladesh and that an additional 300,000 tons (in addition to approximately 700,000 tons of net rice distribution that actually occurred) would have been sufficient to stabilize prices in the November 2007–April 2008 period. The Bangladesh analysis thus shows that in spite of the uncertainty in international markets, careful planning, timely interventions and openness to trade can substantially reduce requirements for public stockholding.     

Inclusive design in the Key Stage 3 classroom: an investigation of teachers’ understanding and implementation of user-centred design principles in design and technology

This paper starts out with a discussion of the importance of user-centred design, outlining its history and current embodiment in national and international standards and considers its particular relevance in addressing the needs of ageing populations. The paper moves on to examine how the premise of user-centred design has been taken up in education and focuses on the specific example of user-centred approaches as part of the Design and Technology requirement of the English National Curriculum, taught in England’s schools since 1989. The initial stage of the Designing our Tomorrow project presented in this paper was an investigation of the extent to which user-centred design was integrated in current teaching practice. Analysing baseline data collected from teachers and pupils at two state secondary schools the project team found that many of the tasks teachers planned for pupils did not provide opportunities to identify users’ needs when solving design problems. Finally, the paper presents a discussion of the project’s implications for pupils’ learning and understanding of Design and Technology.     

Understanding MNEs׳ decline in the adoption of locally developed technology standard in China: A positioning and cognitive perspective

Asian countries are becoming more and more active in participating technology standard development. In this paper we study the impact of this change on multinational enterprises (MNEs) using the case of TD-SCDMA, an international technology standard of 3G mobile communications. During the development of this technology standard, MNEs׳ market share dropped dramatically. A major contribution of this study is analyzing the underlying mechanism governing MNEs׳ interpreting TD-SCDMA as a threat rather than an opportunity by integrating two streams of literature. We also discuss the possible strategies for MNEs to maintain their market leadership position when local firms are able to lead international technology standard development.     

Researchers’ willingness to engage in knowledge and technology transfer activities: an exploration of the underlying motivations

Increasingly, universities have become conscious of their important role as centres of knowledge generation and diffusion. Accordingly, they have put in place policies, methods and resources to increase knowledge and technology transfer (KTT) activities. However, succeeding in this endeavour is not that easy. An active involvement of researchers is fundamental. Literature examining researchers’ attitude towards KTT activities is limited, offering a partial view on the subject. This study aims at bringing new light to this issue. First, we identify those factors that influence researchers’ willingness to engage in KTT activities. From a comprehensive literature review, we distinguish between intrinsic motivations, extrinsic motivations and university support and services as critical elements. A scale is developed and validated. Second, the scale is applied to the case of R&D contracts. The sample consists of 249 researchers from one of the biggest Spanish universities. Results suggest that the proposed scale has a good fit, indicating that it can be considered as a good instrument for measuring researchers’ willingness to get involved in KTT activities. Policy implications and directions for future research are provided.     

The Year in Review: Economics at the Antitrust Division, 2018–2019

Review of Industrial Organization - This article highlights the economic analysis that underlay certain enforcement efforts of the Antitrust Division over the past year. The Division’s...