A Synoptic View

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


So, what are we to make of the findings embedded in each of the theses considered in this book? We organised the chapters into six groupings that we thought were of particular relevance to those who teach design and technology in schools:
  • Curriculum content

  • Stories of technology

  • Planning and pedagogy

  • Cognition

  • Girls and technology

  • Information technology

First this chapter will consider the findings of each grouping with a focus on their implications for classroom practice. Then the chapter will discuss the further work that might stem from the initial research and how teachers might contribute to this.


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  3. Barlex, D., Givens, N., & Steeg, T. (2015). Thinking about disruptive technologies. In G. Owen-Jackson (Ed.), Learning to teach design and technology in the secondary school (3rd ed.). Oxford: Routledge.Google Scholar
  4. Department for Education. (2013). The national curriculum in England framework document. London: DfE.Google Scholar
  5. Macnaghten, P., Davies, S., & Kearnes, M. (2010). Narrative and public engagement: Some findings from the DEEPEN project. In R. von Schomberg & S. Davies (Eds.), Understanding public debates on nanotechnologies options for framing public policy. Luxemberg: European Union.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

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

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