Abstract
The role of Design and Technology (D & T) in schools in England is changing. As from September 2002, D & T will no longer be compulsory from age 14, but students will have a statutory entitlement to opt to study the subject. These proposed changes have renewed policy-makers' interest in a subject, which was first introduced into the National Curriculum in England and Wales in 1990. It provides the immediate context for a review of the literature published in English on Design and Technology commissioned by the Department of Education and Skills. Four databases were searched: the British Education Index (BEI), Educational Resources Information Centre (ERIC), PsychInfo, and Current Educational Research in the UK (CERUK). This article draws from the findings of the review and focuses in particular on two questions: How can D & T be delivered effectively and what enhances learning and teaching in D & T? The reviewers conclude that the factors which enhance effective learning and teaching of D & T include: adequate equipment and accommodation, appropriate curriculum content and teaching methods, up-to-date continuing professional development for teaching and management support to allow teachers to implement innovative practices. In addition, they suggest a research agenda, which could inform future research in D & T.
Similar content being viewed by others
REFERENCES
Anning, A.: 1994, ‘Dilemmas and Opportunities of a New Curriculum: Design and Technology with Young Children', International Journal of Technology and Design Education 4(2), 155–177.
Atkinson, S.: 1998, ‘Cognitive Style in the Context of Design and Technology Project Work', Educational Psychology 18(2), 183–194.
Atkinson, S.: 2000, ‘Does the Need for High Levels of Performance Curtail the Development of Creativity in Design and Technology Project Work?', International Journal of Technology and Design Education 10(3), 255–281.
Barlex, D.: 2001a, ‘New Media in Technology Education: Using a Web-site to Support a Community of Practice', in I. Mottier & M. de Vries (eds.), New Media in Technology Education: Proceedings: [Pupils' Attitudes Towards Technology] PATT-11 Conference, March 8–13, 2001, Eindhoven University of Technology, Eindhoven, 25–30, <http://www.iteawww.org/PATT11/PATT11.pdf>.
Barlex, D.: 2001b, ‘Young Foresight', in I. Mottier & M. de Vries (eds.), New Media in Technology Education: Proceedings: [Pupils' Attitudes Towards Technology] PATT-11 Conference, March 8–13, 2001, Eindhoven University of Technology, Eindhoven, 31–34, <http://www.iteawww.org/PATT11/PATT11.pdf>.
Barlex, D. & Welch, M.: 2001, ‘Educational Research and Curriculum Development: The Case for Synegy', Journal of Design and Technology Education 6(1), 29–39.
Benson, C. & Johnsey, R.: 1998, ‘The Long-term Effects on Schools and Staff of In-service Courses for Teachers of Primary Design and Technology', The Journal of Design and Technology Education 3(1), 16–25.
Benson & Raat: 1995
Breckon, A.: 2001, ‘DfEE/DATA CAD/CAM in Schools Initiative: The Designing and Making Revolution in Design and Technology Education', The Journal of Design and Technology Education 6(2), 161–166.
Breckon, A.: 2000, ‘Marconi Electronics and Communications Technology (ECT) Project in Secondary Schools', The Journal of Design and Technology Education 5(3), 234–238.
Burgess, S.: 1998, ‘Effects of Group Composition on Individual Learning/Performance in Design and Technology: A Case Study Approach', The Journal of Design and Technology Education 3(3), 201–208.
Davidson, M., Lunn, S. & Murphy, P.: 2002, ‘DATA International Research Conference', 51–55, DATA, Wellesbourne.
Davies, L.: 2000, ‘Design and Technology's Contribution to the Development of the Use of Language, Numeracy, ICT, Key Skills, Creativity and Innovation and Thinking Skills', The Journal of Design and Technology Education 5(2), 166–170.
Davies, T.: 2000, ‘Confidence! Its Role in the Creative Teaching and Learning of Design and Technology', Journal of Technology Education 12(1), 18–31.
Davies, L., Jupe, J. & Perry, D.: 2000, ‘No Bits-No Nothing', The Journal of Design and Technology Education 5(1), 52–54.
De Vries, M.: 1996, ‘Technology Education: Beyond the "Technology is Applied Science" Paradigm', Journal of Technology Education 8(1), 7–15.
Denton, H.: 1994, ‘Simulating Design in the World of Industry and Commerce: Observations from a Series of Case Studies in the United Kingdom', Journal of Technology Education 6(1), 16–31.
Department for Education & Skills (DfES): 2002, 14–19: Extending Opportunities, Raising Standards. Green Paper (Feb 2002), DfES, London.
Department of Education and Science (DES)/Welsh Office: 1988, National Curriculum Design and Technology Working Group: Interim Report. [The Parkes Report.] HMSO, London.
Graham: 1993
Harding, J.: 1997, ‘Gender and Design and Technology Education', The Journal of Design and Technology Education 2(1), 20–26.
Hargreaves, D.: 1998, Creative Professionalism: The Role of Teachers in the Knowledge Society, Demas, London.
Harlen, W. & Malcolm, H.: 1999, Setting and Streaming: A Review of the Literature, SCRE, Edinburgh.
Harris, M. & Wilson, V.: 2003, Designs on the Curriculum? A Review of the Literature on the Impact of Design and Technology in Schools in England, DfES, London. (WEB ADDRESS)
Hennessy, S. & Murphy, P.: 1999, ‘The Potential for Collaborative Problem Solving in Design and Technology', International Journal of Technology and Design 9(1), 1–36.
Hennessy, S. & McCormick, R.: 1994, ‘The General Problem-solving Process in Teaching Education: Myth or Reality?’ in F. Banks (ed.), Teaching Technology, Routledge/Open University Press, London.
Huber & Eppler: 1990
Johnsey, R.: 1995, ‘The Design Process: Does It Exist: A Critical Review of the Published Models for the Design Process in England and Wales', The International Journal of Technology and Design Education 5(3), 199–217.
Johnsey, R.: 1997, ‘Improving Children's Performance in the Procedures of Design and Technology', The Journal of Design and Technology Education 2(3), 201–207.
Johnsey, R.: 1998, Exploring Primary Design and Technology, Cassell, London.
Kimbell, R.: 1994, ‘Progression in Learning and the Assessment of Children's Attainments in Technology', International Journal of Technology and Design Education 4(1), 66–83.
Kimbell, R.: 1996, ‘The Role of the State in your Classroom', The Journal of Design and Technology Education 1(2), 99–100.
Kimble, R.: 1997
Kimbell, R.: 2000, ‘Creativity in Crisis', The Journal of Design and Technology Education 5(3), 206–211.
Kimbell, R. & Perry, D.: 2001, Design and Technology in a Knowledge Economy, Engineering Council, London.
Kimbell, R., Stables, K. & Green, R.: 1996, Understanding Practice in Design and Technology: Developing Science and Technology Education, Open University, Buckingham.
Lee, J. & Todd, R.: 2001, ‘Developing Outcomes within the CAD/CAM in Schools Initiative: A Rapid Prototyping Project in Schools', The Journal of Design and Technology Education 6(3), 262–171.
Levinson, R., Murphy, P. & McCormick, R.: 1997, ‘Science and Technology Concepts in a Design and Technology Project: A Pilot Study', Research in Science and Technological Education 15(2), 235–255, <http://www.iteawww.org/PATT9.pdf>.
Mayo, S.: 1993, ‘Myth in Design', International Journal of Design Education 3(1), 41–52.
McBrien, R.: 1996, ‘Using a Published Scheme for Key Stage 3 Design and Technology', The Journal of Design and Technology Education 1(1), 74–77.
McCormick, R. & Davidson, M.: 1996, ‘Problem Solving and the Tyranny of Product Outcomes', Journal of Design and Technology Education 1(3), 230–241.
McNair, V., Dallat, J. & Clarke, R.: 2000, ‘Effective Teaching: Questioning Teachers' Interactions with Pupils in Technology and Design', in E. Norman & P. Roberts (eds.), IDATER 2000: The International Conference on Design and Technology Educational Research and Curriculum Development, Design and Technology, Loughborough University, Loughborough, 128–133.
Murphy, P. & Hennessy, S.: 2001, ‘Realising the Potential-And Lost Opportunities for Peer Collaboration in a D & T Setting', International Journal of Technology and Design Education 11(3), 203–237.
Norman, E. & Roberts, P.: 1992, The Nature of Learning and Progression in Design and Technology', In J. Smith (ed.), IDATER 92: The International Conference on Design and Technology Educational Research and Curriculum Development, Loughborough University, 9–14.
Office for Standards in Education (OfSTED): 2001, Ofsted Subject Reports 1999/00. Primary Design and Technology, Ofsted, London.
Office for Standards in Education (OfSTED): 2002a, Primary Subject Reports 2000/01: Design and Technology, Ofsted, London.
Office for Standards in Education (OfSTED): 2002b, Secondary Subject Reports 2000/01: Design and Technology, Ofsted, London.
Paechter, C.: 1993, ‘What Happens When a School Subject Undergoes a Sudden Change of Status?', Curriculum Studies 1(3), 349–363.
Penfold, J.: 1988, Craft Design and Technology: Past, Present and Future, Trentham Books, Stoke-on-Trent.
Perry, D., Davies, L., Booth, A. & Sage, J.: 1998, ‘The Future for Advanced Level', The Journal of Design and Technology Education 3(2), 154–161.
Ritchie: 1995
Roden, C.: 1995, ‘Young Children's Learning Strategies in Design and Technology', in J. Smith (ed.), IDATER 95: The International Conference on Design and Technology Educational Research and Curriculum Development, Loughborough University, 21–27.
Roden, C.: 1997, ‘Young Children's Problem-solving in Design and Technology: Towards a Taxonomy of Strategies', The Journal of Design and Technology Education 2(1), 14–19.
Roden, C.: 1999, ‘How Children's Problem Solving Strategies Develop at Key Stage 1', The Journal of Design and Technology Education 4(1), 21–27.
Rutland, M. & Pepper, L.: 2000, ‘Information Communication Technology (ICT) in Secondary Design and Technology Teaching: A Study of Partner Schools Linked to a Postgraduate Initial Teacher Education Course', in E. Norman & P. Roberts (eds.), IDATER 2000: The International Conference on Design and Technology Educational Research and Curriculum Development, Loughborough University, 171–179
Shield, G.: 1996, ‘Formative Influences on Technology Education: The Search for an Effective Compromise in Curriculum Innovation', The Journal of Technology Education 8(1), 50–60.
Slavin, R. E.: 1990
Smithers & Robinson: 1992
Spendlove, D.: 2001, ‘Gender Issues: Assessing Boys as Underachievers', The Journal of Design and Technology Education 6(3), 202–206.
Squire, M. & Morris, M.: 1999, ‘Technology Teaching for the 21st Century: The ScanTEK Approach', The Journal of Design and Technology Education 4(2), 161–165.
Stables, K.: 1992a
Stables, K.: 1997, ‘Critical Issues to Consider When Introducing Technology Education into the Curriculum of Young Learners', Journal of Technology Education 8(2), 50–65.
Stenhouse, L.: 1975, An Introduction to Curriculum Research and Development, Hinemann, London.
Tufnell, R.: 1997, ‘Designing Multimedia Resources for Design and Technology', The Journal of Design and Technology Education 2(3), 259–263.
Twyford, J. & Jarvinen, E.: 2000, ‖The Influences of Socio-cultural Interaction Upon Children's Thinking and Actions in Prescribed and Open-ended Problem Solving Situations: An Investigation Involving Design and Technology Lessons in English and Finnish Primary Schools', International Journal of Technology and Design Education 10(1), 21–41.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Wilson, V., Harris, M. Designing the Best: A Review of Effective Teaching and Learning of Design and Technology. International Journal of Technology and Design Education 13, 223–241 (2003). https://doi.org/10.1023/A:1026133808945
Issue Date:
DOI: https://doi.org/10.1023/A:1026133808945