Design and technology education : an international journal, Oct 28, 2019
The publication of this final issue of the journal for 2019 comes at a very sad time for many of ... more The publication of this final issue of the journal for 2019 comes at a very sad time for many of us involved in design education as it coincides with the death of Ken Baines, one of the pioneers of design education in schools and a lasting inspiration to many readers and contributors to this Journal and its predecessors. In this Issue's Reflection, Eddie Norman, Editor of the Journal from 2005-2015 pays tribute to Ken's massive contribution to design and technology education, along with a tribute from Niall Seery and Donal Canty whose research group built so much of its foundation on working with Ken and on his writing. For both those that did and didn't know Ken, these tributes combine to present understandings of who Ken was and how and why he has been such an inspiration for over fifty years. Adding a personal note, Ken was a particularly important person for Kay, having become a role-model, unofficial mentor and guiding light when she studied with him at the Royal College of Art in the Design Education Unit, beginning her formation as a design education researcher and enabling the development of her foundational thinking on the importance for humanity of design capability and its development through education. Very little that Kay has done as an educator, researcher and writer doesn't bear witness with this either implicitly through her philosophy and thinking or explicitly through extensive citation of Ken's own writings. He will be missed, but his contribution lives on through the impact he has and continues to have on others.
Design and technology education : an international journal, Jul 3, 2018
Unlike the Guest edited section in this issue, articles in the general section have not been subm... more Unlike the Guest edited section in this issue, articles in the general section have not been submitted with a particular theme in mind. However, whilst those in this issue are from an incredibly diverse range of contexts, there are, by happy chance, some clear threads running through. Design thinking features in one way or another in all research articles, whether the focus is on six year olds collaborating in a design task, considering university-industry links or using design thinking as a lens for problem based learning. Throughout the articles there is also a focus on collaborationsometimes in the context of design thinking, but also in exploring the value of team approaches and of professional collaborations that support the development of design education curricula. Finally, there is a strong thread of the importance of embedding design and technology activities in relevant contexts, whether working with marginalised communities in India or innovative designing in the context of maternal and neonatal care in the United States.
Technology Education has gone through a lot of changes in the past decades. It has developed from... more Technology Education has gone through a lot of changes in the past decades. It has developed from a craft oriented school subject to a learning area in which the meaning of technology as an important part of our contemporary culture is explored, both by the learning of theoretical concepts and through practical activities. This development has been accompanied by educational research. The output of research studies is published mostly as articles in scholarly Technology Education and Science Education journals. There is a need, however, for more than that. The fi eld still lacks an international book series that is entirely dedicated to Technology Education. The International Technology Education Studies aim at providing the opportunity to publish more extensive texts than in journal articles, or to publish coherent collections of articles/chapters that focus on a certain theme. In this book
Educationalists acknowledge the importance of first hand experience in helping young learners dev... more Educationalists acknowledge the importance of first hand experience in helping young learners develop knowledge, skill and understanding. In technology education the key way in which this is put into practice has been through modelling and making activities. More recent developments have also highlighted the value of using handling collections of products that learners can explore and evaluate to develop their understandings of the made world. In the English and Welsh National Curriculum for Design and Technology, this approach has become enshrined in the teaching requirements for programmes for all children from age 5 - 16. This presentation will explore the theory and practice of this approach. In particular, it will draw on research that highlights both the strengths and potential problems of the strategy in the classroom. It will identify a range of issues that teachers need to consider when planning to use the strategy and will illustrate how powerful the approach can be in engaging and motivating learners, promoting creative responses, enhancing knowledge of materials and making and developing skills of analysis, critique and evaluation.
Design and technology education : an international journal, Jun 1, 2016
A year ago Eddie Norman was sitting writing his final piece as Editor of this Journal. After ten ... more A year ago Eddie Norman was sitting writing his final piece as Editor of this Journal. After ten years of excellent service and leadership as Editor, he had finally decided to hang up his pen – or maybe his keyboard. In that Editorial he looked back over the ten years he had presided over the Journal and reflected back on the fact that, at the point he had taken on the role, the Journal had just been relaunched with ‘International in its title’. In his last editorial, Eddie analysed author contributions and ‘online’ journal visits to see just how international the journal really had become. During that first year (2005) there was clear evidence that those publishing in the journal represented an international group of researchers and scholars – articles were from New Zealand, Scotland, Singapore, the USA and England – but the vast majority were from England. Over the last ten years the balance has shifted. In 2014, the Journal published 2 articles from Australia, 1 from Cyprus, 3 from Finland, 1 from France, 1 from Iceland, 1 from Malaysia, 2 from the USA and 3 from England. Online readership has grown and shown a similar shift in balance – in 2010 there were 400 ‘serious’ visitors a month from 128 countries, in 2015 the numbers had grown to nearly 800 ‘serious’ visitors from 167 countries.
This collection engages environmental, ethical and cultural values perspectives to show how Desig... more This collection engages environmental, ethical and cultural values perspectives to show how Design and Technology (DT second, of DT third, by taking global and multiple perspectives (rather than, say, Western or mono-cultural positions); and, fourth, by demonstrating D&T’s capacities for working in holistic and integrative cross-curricular ways. The authors show how students can not only learn about their potential as humans-as-designers but can also develop designerly capacities that enable them to contribute meaningfully in practical ways to their communities and to wider society, that is, as global citizens who can apply design capability in ethical ways that are respectful of peoples, cultures and environments alike
Design and technology education : an international journal, Oct 28, 2019
The publication of this final issue of the journal for 2019 comes at a very sad time for many of ... more The publication of this final issue of the journal for 2019 comes at a very sad time for many of us involved in design education as it coincides with the death of Ken Baines, one of the pioneers of design education in schools and a lasting inspiration to many readers and contributors to this Journal and its predecessors. In this Issue's Reflection, Eddie Norman, Editor of the Journal from 2005-2015 pays tribute to Ken's massive contribution to design and technology education, along with a tribute from Niall Seery and Donal Canty whose research group built so much of its foundation on working with Ken and on his writing. For both those that did and didn't know Ken, these tributes combine to present understandings of who Ken was and how and why he has been such an inspiration for over fifty years. Adding a personal note, Ken was a particularly important person for Kay, having become a role-model, unofficial mentor and guiding light when she studied with him at the Royal College of Art in the Design Education Unit, beginning her formation as a design education researcher and enabling the development of her foundational thinking on the importance for humanity of design capability and its development through education. Very little that Kay has done as an educator, researcher and writer doesn't bear witness with this either implicitly through her philosophy and thinking or explicitly through extensive citation of Ken's own writings. He will be missed, but his contribution lives on through the impact he has and continues to have on others.
Design and technology education : an international journal, Jul 3, 2018
Unlike the Guest edited section in this issue, articles in the general section have not been subm... more Unlike the Guest edited section in this issue, articles in the general section have not been submitted with a particular theme in mind. However, whilst those in this issue are from an incredibly diverse range of contexts, there are, by happy chance, some clear threads running through. Design thinking features in one way or another in all research articles, whether the focus is on six year olds collaborating in a design task, considering university-industry links or using design thinking as a lens for problem based learning. Throughout the articles there is also a focus on collaborationsometimes in the context of design thinking, but also in exploring the value of team approaches and of professional collaborations that support the development of design education curricula. Finally, there is a strong thread of the importance of embedding design and technology activities in relevant contexts, whether working with marginalised communities in India or innovative designing in the context of maternal and neonatal care in the United States.
Technology Education has gone through a lot of changes in the past decades. It has developed from... more Technology Education has gone through a lot of changes in the past decades. It has developed from a craft oriented school subject to a learning area in which the meaning of technology as an important part of our contemporary culture is explored, both by the learning of theoretical concepts and through practical activities. This development has been accompanied by educational research. The output of research studies is published mostly as articles in scholarly Technology Education and Science Education journals. There is a need, however, for more than that. The fi eld still lacks an international book series that is entirely dedicated to Technology Education. The International Technology Education Studies aim at providing the opportunity to publish more extensive texts than in journal articles, or to publish coherent collections of articles/chapters that focus on a certain theme. In this book
Educationalists acknowledge the importance of first hand experience in helping young learners dev... more Educationalists acknowledge the importance of first hand experience in helping young learners develop knowledge, skill and understanding. In technology education the key way in which this is put into practice has been through modelling and making activities. More recent developments have also highlighted the value of using handling collections of products that learners can explore and evaluate to develop their understandings of the made world. In the English and Welsh National Curriculum for Design and Technology, this approach has become enshrined in the teaching requirements for programmes for all children from age 5 - 16. This presentation will explore the theory and practice of this approach. In particular, it will draw on research that highlights both the strengths and potential problems of the strategy in the classroom. It will identify a range of issues that teachers need to consider when planning to use the strategy and will illustrate how powerful the approach can be in engaging and motivating learners, promoting creative responses, enhancing knowledge of materials and making and developing skills of analysis, critique and evaluation.
Design and technology education : an international journal, Jun 1, 2016
A year ago Eddie Norman was sitting writing his final piece as Editor of this Journal. After ten ... more A year ago Eddie Norman was sitting writing his final piece as Editor of this Journal. After ten years of excellent service and leadership as Editor, he had finally decided to hang up his pen – or maybe his keyboard. In that Editorial he looked back over the ten years he had presided over the Journal and reflected back on the fact that, at the point he had taken on the role, the Journal had just been relaunched with ‘International in its title’. In his last editorial, Eddie analysed author contributions and ‘online’ journal visits to see just how international the journal really had become. During that first year (2005) there was clear evidence that those publishing in the journal represented an international group of researchers and scholars – articles were from New Zealand, Scotland, Singapore, the USA and England – but the vast majority were from England. Over the last ten years the balance has shifted. In 2014, the Journal published 2 articles from Australia, 1 from Cyprus, 3 from Finland, 1 from France, 1 from Iceland, 1 from Malaysia, 2 from the USA and 3 from England. Online readership has grown and shown a similar shift in balance – in 2010 there were 400 ‘serious’ visitors a month from 128 countries, in 2015 the numbers had grown to nearly 800 ‘serious’ visitors from 167 countries.
This collection engages environmental, ethical and cultural values perspectives to show how Desig... more This collection engages environmental, ethical and cultural values perspectives to show how Design and Technology (DT second, of DT third, by taking global and multiple perspectives (rather than, say, Western or mono-cultural positions); and, fourth, by demonstrating D&T’s capacities for working in holistic and integrative cross-curricular ways. The authors show how students can not only learn about their potential as humans-as-designers but can also develop designerly capacities that enable them to contribute meaningfully in practical ways to their communities and to wider society, that is, as global citizens who can apply design capability in ethical ways that are respectful of peoples, cultures and environments alike
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