A Synoptic View

  • David Barlex
  • P John Williams
Part of the Contemporary Issues in Technology Education book series (CITE)


This chapter provides an overview of the research findings reported in previous chapters, organising them into the following four categories: broad approaches to engaging pupils with designerly thinking; focused teaching and learning in technology education; classroom talk and communities of practice. For each of these categories the chapter then makes suggestions for further work and the contributions that teachers might make.


Design Activity Professional Association Spatial Ability Designerly Thinking Technical Drawing 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Barnes, D. (1976). From communication to curriculum. Harmondsworth: Penguin.Google Scholar
  2. Choulerton, D. (2015). Design & Technology Association Summer School keynote address can be found at this url:
  3. Department for Education. (2011). The framework for the national curriculum. A report by the expert panel for the national curriculum review. London: Department for Education.Google Scholar
  4. Driver, R. (1983). The pupil as scientist. New York: Taylor and Francis.Google Scholar
  5. Engeström, Y., Kaatrakoski, H., Kaiponen, P., Lahikainen, J., Laitinen, A., Myllys, H., et al. (2012). Knotworking in academic libraries: Two case studies from the University of Helsinki. Liber Quarterly, 21(4), 387–405.CrossRefGoogle Scholar
  6. Hargreaves, D. (1998). Creative professionalism. The role of teachers in the knowledge society. London: Demos.Google Scholar
  7. Hattie, J. (2009). Visible learning. Oxford: Routledge.Google Scholar
  8. Mercer, N., & Hodgkinson, S. (2008). Exploring talk in schools. Thousand Oaks: Sage.Google Scholar
  9. Office for Standards in Education. (1998). Secondary education-A review of secondary schools in England 1993–1997. London: The Stationary Office.Google Scholar
  10. Office for Standards in Education. (2000). Ofsted subject reports secondary design and technology, 1999–2000. London: The Stationary Office.Google Scholar
  11. Office for Standards in Education. (2011). Meeting technological challenges design and technology in schools 2007–10. London: The Stationary Office.Google Scholar
  12. Sutton, C. (1992). Words, science and learning. Buckingham: Open University Press.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2017

Authors and Affiliations

  1. 1.University of Exeter AssociateBrightonUK
  2. 2.Curtin UniversityPerthAustralia

Personalised recommendations