Framing the constructive alignment of design within technology subjects in general education

Design is core element of general technology education internationally. While there is a degree of contention with regards to its treatment, there is general consensus that the inclusion of design in some form is important, if not characteristic, of the subject area. Acknowledging that design is important, there are many questions which need to be considered in order to guide policy and practice, such as whether a singular general design ability can be explicitly defined empirically beyond an implicit verbal definition, and whether it can be taught and assessed. In order to address these questions in a systematic fashion, a framework is needed in order to guide relevant investigations. Having such a framework would allow for theory to be generated, hypotheses to be tested, and assumptions to be challenged. In response to this apparent need, this article presents a theoretical discussion pertaining to the constructive alignment of learning to design, wherein theories of knowledge, variation theory, knowledge transfer, and assessment validity and reliability are reflected upon.

     

The social agenda of education for sustainable development within design & technology: the case of the Sustainable Design Award

The paper explores the adoption of the social dimensions of sustainability in technological design tasks. It uses a lens which contrasts education for sustainability as ‘a frame of mind’ with an attempt to bridge a ‘value-action gap’. This lens is used to analyse the effectiveness of the Sustainable Design Award, an intervention in post-16 technology education in three countries to encourage students and teachers to strengthen design for sustainability in their work. In each country, the intervention project provided varying combinations of teacher professional development, provision of learning resources, in school student support, lobbying of key curriculum policy makers and a student Award. Three types of teacher are identified by reference to their motivation for introducing sustainability into their teaching of design. These teacher types are linked to a hierarchy of teachers’ understanding of the social dimension of sustainability. The consequences for continuous professional development are examined. The findings are then used to critique the value of the lens.     

Conceptualisation of technology education within the paradigm of sustainable development

This article addresses the issue of how sustainable development might be conceptualised and used to advance technology education practice. It is argued that a conceptualisation of sustainable development based on a combination of weak anthropocentrism and value based approaches within particular social, environmental and economic contexts provides the basis for establishing education for sustainable development (ESD) through technology education. It is argued that such an approach is in accord with the general push for a paradigm shift in curriculum development to meet future social needs. Moral values are proposed to be at the centre of teaching and learning in technology education. Examples of learning activities presented in the article illustrate the position and approach. A second issue addressed in the article concerns the role of teachers in the implementation of ESD. The argument advanced in the article, that this role is critical, is supported by the results of two research projects with in-service and pre-service teachers.     

Knowing what engineering and technology teachers need to know: an analysis of pre-service teachers engineering design problems

With the rapid advances in civilization, technological breakthroughs, and a globally growing workforce, there is a strong need for engineers capable of working in the 21st century environment (Galloway, The 21st century engineer: A proposal for engineering education reform. ASCE, Washington DC 2008). To help increase the quality and quantity of students choosing to pursue engineering, leaders have called on K-12 education to look for methods of inserting pre-engineering into the K-12 curriculum. Leaders in technology education have responded to the call to develop top quality candidates for engineers by infusing engineering into the technology education curriculum. Teacher preparation programs have used various methods to provide future technology teachers with the required content knowledge in order to effectively teach engineering design within the technology curriculum. One such program uses an ABET accredited engineering curriculum for the content and additional training to strengthen engineering education pedagogy for technology teachers. Students who graduate from this program possess both an engineering degree and technology teaching license. The purpose of this investigation was to ascertain the differences between technology teachers from this program and traditionally trained technology teachers. In particular, how each group incorporates the engineering design process in classroom assignments. Design briefs were gathered from pre-service teachers who graduated from the aforementioned program and compared to design briefs of practicing technology teachers around the United States. The engineering design process was used to develop a rubric to compare the usage of engineering content between the two groups. It was found that students with 4 years of engineering training were more likely to use all steps of the engineering design process. Further examination illustrates that engineering trained technology teachers were significantly more likely to use mathematical and analytical methods to determine optimum solutions. In order for technology education teachers to effectively infuse engineering design into coursework, they need to be familiar and comfortable with the engineering sciences and the design process. With limited engineering design experience, technology teachers are not as likely to use optimization techniques involving mathematical and analytical reasoning. These concepts are critical for engineering students to be successful in college engineering programs and beyond.     

Emerging perspectives on the demonstration as a signature pedagogy in design and technology education

This paper analyses the beliefs of teachers regarding the demonstration as a signature pedagogy in design and technology, where there is a limited body of literature outlining the theory and practice. The demonstration is multifaceted, and effective teachers adopt and adapt a range of skills and values to scaffold learning, including teacher modelling and explaining. The study explores the subjective beliefs of seven practicing teachers through Q Methodology; comparing and analysing the responses of the participants’ subjective beliefs and values, using 62 statements relating to teacher modelling and explaining, developed and refined with teacher educators, and representing the concourse of opinions and perspectives. The sample is purposive, comprised of practicing teachers who are engaged with mentoring trainees in Initial Teacher Education. The findings will represent a snapshot of subjective values of practicing teachers, as part of a discourse on signature pedagogies in design and technology education.     

The need to change pedagogies in science and technology subjects: a European perspective

This paper evolves out of a consultancy that was carried out with the European Commission over a two year period between 2001 and 2003. A working group, set within the European Commission and comprising representatives from 15 member states, as well as associated and accession countries, stakeholders and social partners involved in maths, science and technology education, was formed. Its remit was to identify good practice in maths, science and technology education across Europe and to make recommendations for policy makers in the area. One important theme which emerged during the analysis of good practice was the need to develop the type of pedagogies which would encourage the active involvement of pupils in authentic and meaningful learning experiences within these subject domains. A series of questions relating specifically to this area was therefore incorporated into the second phase of the investigation and sent out to all participating countries. Qualitative analysis of these questionnaires was carried out. Using the results of these analyses, along with information from discussions, this paper considers the situation in Europe in respect of the introduction of what are essentially social constructivist pedagogies in the field of technology and science education. It explores some of the attempts which have been made to implement such pedagogies and more importantly the barriers to their introduction which have been identified in most countries across Europe. A consideration of research literature in the field is then used to promote the argument that teacher beliefs or theories are a crucial factor in preventing change. The role of these theories in presenting barriers to change are discussed and the implications for both policy makers and for initial teacher education are analysed.     

快速成形技术的应用及热点分析

基于快速成形技术的原理,展示了快速成形技术在快速模具制造、金属零件直接成形、反求工程等领域的广泛应用,总结了快速成形制造技术研究的热点,即研发新材料和新设备、提高成形精度、建立RPM的反求工程系统、建立成形技术的统一标准和扩大成形技术的应用领域。     

The developing field of technology education: a review to look forward

This paper attempts to review the development of technology education over the last 20–25 years. The purpose is to reflect on how far the field has come and where it might go to, including what questions need to be considered in its ongoing development. The data for this paper draw on our work in developing The International Handbook of Research and Development in Technology Education (Jones and de Vries 2009). However, the paper is more than a summary of this work, instead representing a synthesis in its own right. The work was not undertaken to report solely on the collective achievement of a large number of people internationally, but rather to use this as a means for setting a sound foundation for future research, development and teaching in technology education. By considering the underlying philosophy, international development of curriculum, relationships of technology education with other subject areas, teaching, learning and assessment as well as teacher education, and educational research, we are able to scope past activities and present an agenda for moving forward in teaching, research and development.     

Motivating children to learn: the role of technology education

Design and technology education provides children with opportunities to create solutions to specific needs in innovative ways. This paper reports on research that focused on the language that the children used when they were involved in a design and technology activity. In accessing the results of the language study, the findings suggest that the children’s motivation was high and played a significant role in children’s task engagement and persistence. Analysis revealed that there were several key ideas that the children focused on, namely: the fun experienced by participating in the activity, the difficulty of doing the task, the satisfaction of completing the task, the importance of social interaction and the frustrations surrounding aspects of the task. These affective factors that are related directly to motivation will be demonstrated through the children’s language responses to their participation in design and technology education.     

Uncovering learning outcomes: explicating obscurity in learning of aesthetics in design and technology education

Education and training interventions can be evaluated through the success of learning outcomes. Kirkpatrick's four-level model is a widely accepted and highly popular evaluation tool. However, some criticise the model's shortcomings. This article will examine the extent to which the four-level model can evaluate design and technology students' learning about aesthetics after an intervention by reporting our use of an augmented version of the four-level model. We examine the results in terms of students' reaction to the intervention, their long-term learning and their behaviour changes by studying their visual analyses and drawings through segment codes. We found that, in order to uncover the obscurities imbedded in aesthetics and to explicate the complexities, we could not use the four-level-model on its own, but had to revert to a more augmented version.

Evaluating the efficiency and productivity change within government subsidy recipients of a national technology innovation research and development program

This study analyzes the efficiency and productivity change within government subsidy recipients of a national technology innovation research and development (R&D) program. We examine 6,990 government‐sponsored, completed R&D projects during the last three performance follow‐up survey years from 2010 to 2012, and present a design of the sample of panel data to cope with the typical R&D performance time lag using a set of massive observations associated with completed R&D projects for the past 7 years from 2005 to 2011. In particular, data envelopment analysis is adopted to measure the efficiency and productivity change, which is measured in the Malmquist index. Parametric and nonparametric statistical tests are carried out to check for statistically significant differences among the characteristics regarding the types of government subsidy recipients. This study's major findings are as follows. First, during the entire period analyzed (2010–2012), there was a similar yearly pattern of statistically significant differences in the government subsidy means among the recipient types. In contrast, there were no obviously equivalent differences in the efficiency and productivity change. Second, the productivity had increased year on year, but the increments were reduced from year to year. Third, the productivity change was induced mainly by the Frontier‐shift, which indicates overall technology innovation progress, compared with the Catch‐up, which only indicates a simple increase in the efficiency. In particular, in this empirical analysis, the recipient types of ‘national laboratory’ and ‘large company’ had relatively larger sizes of government subsidies per project. However, the efficiency and productivity change of these types was not better than the others. This implies, therefore, that the government should control the ratio of the subsidy to the total R&D budget with an appropriate upper limit.

• I empirically evaluate the productivity change within a national technology innovation R&D program.
• I design a sample of panel data to cope with the typical R&D performance time lag using massive observations.
• There is no obvious relationship between the government subsidy size and R&D productivity change.
• Some particular types of government subsidy recipient are inferior in terms of R&D productivity change.
• It practically implies that the government should control the ratio of the subsidy to the total R&D budget.

     

The Technology Fair: a project-based learning approach for enhancing problem solving skills and interest in design and technology education

This paper presents an innovative way in which university education can help pre-service teachers become better problem-solvers. The central idea is to use the “Technology Fair” as a means for promoting pre-service teachers pedagogical content knowledge about technological problem solving skills. This innovation is supported with results from a study carried out in autumn 2004. The purpose of the study was to investigate the influence of a procedure of working with primary school children to complete and present a technology fair project, on the educational value and meanings attached to problem solving skills by pre-service teachers. Pre-tests, mid-test and post-tests were administered to the pre-service teachers before, during, and after the preparation of the technology fair, respectively. A number of pre-service teachers were selected and interviewed after the completion of the technology fair. Data were also collected from reflective diaries kept by the pre-service teachers during the preparation phase of the technology fair. Analysis of the results indicates that the technology fair contributes to the development of positive values and attitudes in technology education and has a significant influence on improving pre-service teachers understanding and application of problem solving strategies within the domain of technology.     

The locating of emotion within a creative, learning and product orientated design and technology experience: person, process, product

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. David Spendlove was previously a senior teacher in secondary education before moving into Higher Education and is now the subject leader for Design and Technology at the University of Manchester. He co-edits both Design and Technology Education: An international Journal and the DATA international research conference proceedings. He is a director of the Design and Technology Association and his research interests are broadly based around learning, pedagogy, creativity, emotion and gender.     

煤炭设计企业技术管理应注意的问题

煤炭设计企业技术管理同其他生产单位相比有其特殊性,那就是既要对设计负责,还要对施工、设备安装以及建设单位的正常生产负责。又由于工程项目的设计周期相对工程建设周期要短,而且处于前期关键环节,所以,设计组织的科学性、合理性和可操作性尤为重要。因此,技术管理的控制点和有效性是衡量企业技术发展和技术进步的重要标准,是企业可持续发展的技术     

Technology in the rear-view mirror: how to better incorporate the history of technology into technology education

The history of technology can play an important role in illuminating the fundamentals of technological change, but it is important that technology teachers, teacher educators, curriculum developers and researchers can be provided with good analytical tools for this purpose. In this article, we propose a model of techno-historical interplay, as a help in deciding what historical artefacts and systems should be included in technology curricula and teaching as well as in analyzing and conveying to students the fundamental issues of technological change. We want to emphasize particularly three points of importance in employing the model as a tool of analysis. First of all, it is crucial to decide what one wants the technologically literate student to know about technology and technological change. This should include an awareness of the historical and geographical contingency of any technology. Second, on the basis of this decision one should adapt the model as a tool for selecting relevant technologies. Third, the model should be applied as an instrument of analysis of the history of the selected technological artefacts or systems as well as theories of technological development.     

The role of international design orientation and market intelligence in the export performance of US machine tool companies

This paper looks at the role of product design in the export performance of US manufacturing firms in the machine tool (MT) industry. Evidence from a survey of 173 MT companies points to stronger export results among firms that initiate the design process with respect to the needs of foreign buyers. In contrast, firms that enter foreign markets with products that were originally designed for domestic clients typically exhibit weaker export sales. Firms in the latter category spend less on market intelligence than their more internationally-oriented counterparts. For both groups of firms, however, a common finding is that recent interest in export expansion has been driven by rising import penetration (loss of domestic market share). The paper concludes with a brief discussion of the implications of the empirical results for future research on export marketing.     

The integrative domain of foresight and competitive intelligence and its impact on R&D management

R&D takes years to come to fruition, thus choosing R&D programs should be set in the context of the environment that will exist at the time that research is completed. Foresight and competitive intelligence are two fields that seek to address future oriented environmental scanning. The paper looks at what the domains of foresight and competitive intelligence entail and in particular how competitive technical intelligence can work to integrate and enable competitive agility in foresight positioning. Focus is put on reviewing literature that addresses how foresight impacts R&D project selection. A review is made on foresight programs from around the world based on a recently completed study on Canada's foresight capacity. The authors conclude that agile organizations need to be adaptive and well prepared for tomorrow's challenges and so by integrating competitive technical intelligence, (typically oriented to business needs) with strategic technology foresight, (typically designed to address government priorities for technology investments and innovation policy issues), enterprises will be best positioned to address uncertainties in the technology cycle.