An Introduction to Effective Pedagogies of Design and Technology Education

Abstract

The chapters in this book reveal a rich tapestry of pedagogical options from which educators can choose, based on a rationale that is appropriate to their educational purpose. The rationale may derive from theory (constructivism, sociocultural theory, critical theory, critical pedagogy, activity theory), it may derive from an element of design and technology education (design, making, systems, digital technology, critiquing), or it may derive from a related issue (STEM, problem-solving, the material world, poorly resources environments, vocational-general technology education, pupil teacher interactions). Regardless of its derivation, the discussions throughout the book begin with a particular rationale for design and technology education, and from that base, explore aligned pedagogies.

A core theme running through all the chapters is the notion of authentic pedagogy, activities which are perceived to be real and meaningful by students. Again, we are fortunate in design and technology because we do not have to contrive to be authentic, the area of education lends itself to such an approach. The strands of authentic pedagogy which weave themselves through the chapters in this book do not represent a call for a radical shift in pedagogical philosophy but an encouragement to capitalise on the natural opportunities that are afforded by working toward technological literacy through design and technology education.

The contemporary prevailing wisdom about the constituents of effective education are embedded in design and technology education – active knowledge making, student centredness, learning by design, constructive and construction – ism. In an uncontrived way, such notions appear repeatedly throughout this book, attesting to the potential of design and technology education as an effective form of education. Many of the chapters utilise vignettes to illustrate the discussion and prompts for reflection, which can be used by the reader to guide their contemplation.