i-manager Publications

Design and Technology Education for 2020 and Beyond

Tom Page*, Gisli Thorsteinsson**

* Associate Professor, Department of Product Design, Nottingham Trent University, England.

** Professor, Department of Design and Craft Education, University of Iceland, Iceland

Periodicity:June - August'2018
DOI : https://doi.org/10.26634/jsch.14.1.14719

Abstract

Design and Technology (DT), allows us to turn ideas into reality (Powell, 2015). With schools phasing out the subject, there was a need to understand how students are being prepared for a future career in the design industry. Semi-structured Interviews were carried out to investigate the stakeholder's perception and determine whether DT is being taught adequately within secondary schools. The interviews targeted university academics and school teachers, current students, and industry design stakeholders. The research suggested that there is no appreciation or satisfactory support given towards DT, impacting the budget, value and the number of students studying the subject. Schools have adapted to the digital era although with technology available to them, it has led to less focus on the more traditional skills such as drawing and workshop skills. The research concludes that industry collaboration will improve student's skills and combat the identified problems. T-levels will assist with the industry network, providing a better link between education and industry which will be implemented in 2022.

Keywords

Design and Technology, Education, Future Prospects

How to Cite this Article?

Page, T., & Thorsteinsson, G. (2018). Design and Technology Education for 2020 and Beyond. i-manager’s Journal on School Educational Technology, 14(1), 1-18. https://doi.org/10.26634/jsch.14.1.14719

References

[1]. Afshari, M., Bakar, K. A., Luan, W. S., Samah, B. A., & Fooi, F. S. (2009). Factors affecting teachers' use of information and communication technology. International Journal of Instruction, 2(1), 77-104.

[2]. Archer, J. (2017). Creative Design and Technology Through Starting Points. In Teaching Design and Technology Creatively (pp. 39-50). Routledge.

[3]. Babchuk, W. A. (2017). Book Review: Qualitative Research: A guide to design and implementation. Adult Education Quarterly, 67(1), 71-73.

[4]. Baker, D. R. (2016). An intervention to address gender issues in a course on design, engineering, and technology for science educators. In Understanding Girls (pp. 161- 196). Sense Publishers, Rotterdam.

[5]. BBC. (2015). The National Curriculum and Key Stages in England [online]. Retrieved from http://www.bbc.co.uk/ schools/parents/national_curriculum_key_stages/

[6]. Belgutay, J. (2017). First T Levels Subjects Announced | News [online]. Retrieved from https://www.tes.com/news/ further-education/breaking-news/first-t-levels-subjects-announced

[7]. Bell, D. (2016). The reality of STEM education, design and technology teachers' perceptions: A phenomenographic study. International Journal of Technology and Design Education, 26(1), 61-79.

[8]. Bernard, H. R. (2017). Research Methods in Anthropology: Qualitative and Quantitative Approaches. Rowman & Littlefield.

[9]. Bowe, R., Ball, S. J., & Gold, A. (2017). Reforming Education and Changing Schools: Case Studies in Policy Sociology. Routledge.

[10]. Bryman, A. (2016). Social Research Methods (5^th Ed.). Oxford University Press.

[11]. Büchel, B., Hellmann, T., & Pichler, M. M. (2014). The dynamics of continuous cultural traits in social networks. Journal of Economic Theory, 154, 274-309.

[12]. Bwail, K. (2014). Advantages of CAD Drafting over Manual Drafting - [online]. XSCAD. Retrieved from http://www.xscad.com/blog/advantages-of-cad-drafting-over- manual-drafting/

[13]. Clarke, V., & Braun, V. (2017). Thematic analysis. The Journal of Positive Psychology, 12(3), 297-298.

[14]. Collins, H. (2017). Collins English Dictionary English: National Curriculum [online]. Retrieved from https://www.collinsdictionary.com/dictionary/english/natio nal-curriculum

[15]. Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, Third Ed. London: Sage publications.

[16]. Dawood, S. (2016). MPs “urge Government to think again” over GCSE EBacc excluding art and design – Design Week [online]. Design Week. Retrieved from https://www.

designweek.co.uk/issues/4-10-july-2016/gcse-ebacc-qualification- devalues-art-design-subjects-mps-debate-parliament/ [Accessed 1/01/2018 2018].

[17]. Dawood, S. (2017a). GCSE art, design and technology students down by 27,000 [online]. In Design Week. Retrieved from https://www.designweek.co.uk/ issues/21-27-august-2017/gcse-art-design-technology-students- 27000/

[18]. Dawood, S. (2017b). Design contributes over £200bn to UK economy, Design Council reveals [online]. Design Week. Retrieved from https://www.designweek.co.uk/ issues/4-10-december-2017/design-contributes-200bnuk- economy-design-council-report-reveals/

[19]. Department for Education and Skills. (2007). Gender and Education: The Evidence on Pupils in England (1^st Ed.). Nottingham. Retrieved from http://webarchive. nationalarchives.gov.uk/20090108131527/http://www.dcsf .gov.uk/research/data/uploadfiles/RTP01-07.pdf

[20]. Department for Education. (2013). National Curriculum in England: Design and Technology Programmes of Study [online]. GOV.UK. Retrieved from https://www.gov.uk/government/publications/national-curriculum-in-england-design-and-technology-programmes- of-study [Accessed 11/09 2017].

[21]. Department for Education. (2014). Factsheet: Progress 8 Measure. First Ed. Online: Crown.

[22]. Department for Education. (2017a). National curriculum in England: Design and technology programmes of study - GOV.UK [online]. Department for Education. Retrieved from https://www.gov.uk/government/ publications/national- curriculum-in-england-design-and-technology- programmes-of-study/national-curriculum-in-england- design- and-technology-programmes-of-study

[23]. Department for Education. (2017b). Post-16 technical st education reforms-T Level action plan (1^stEd.) Online: Department for Education.

[24]. Department for Education. (2018). Secondary Accountability Measures. Retrieved from https://www.gov.uk/government/uploads/system/uploads/ attachment_data/file/676184/Secondary_accountabilit y_measures_January_2018.pdf

[25]. Doody, O., & Doody, C. M. (2015). Conducting a pilot study: Case study of a novice researcher. British Journal of Nursing, 24(21), 1074-1078.

[26]. Feng, X., Pan, Z., & Wang, X. (2016, March). The Importance of Practical Subject in the Digital Prepress Design Teaching. In 2016 Eighth International Conference on Measuring Technology and Mechatronics Automation (ICMTMA) (pp. 788-791). IEEE.

[27]. Foster, L., & Gunn, A. (2017). Special issue on social science research methods education. Teaching Public Administration, 35(3), 237-240.

[28]. Franch, M., Martini, U., & Buffa, F. (2010). Roles and opinions of primary and secondary stakeholders within community-type destinations. Tourism Review, 65(4), 74- 85.

[29]. Gibson, K. S. (2017). Student Teachers of Technology and Design: Can short periods of STEM-related industrial placement change student perceptions of engineering and technology? Design and Technology Education: An International Journal, 17(1), 14-17.

[30]. Gilbert, N., & Stoneman, P. (2016). Research Social Life (4^th Ed.). London: Sage Publication Ltd.

[31]. Gonzalez, C. (2017). Battle of the Skills Gap: The Present vs. the Future [online]. Machine Design. Retrieved from http://www.machinedesign.com/blog/battle-skills-gap- present-vs-future [Accessed 2/08 2018].

[32]. Gray, D. E. (2017). Doing Research in the Business World (1^st Ed.). London: SAGE.

[33]. Haffenden, D. (2004). Compliance and creativity? Compliance or creativity? In DATA International Research Conference (pp. 3-11). Loughborough University Anon. Online: DATA.

[34]. Hardy, A. (2015). Why has the number of teenagers taking design and technology GCSE dropped? - D&T Association[online]. DATA. Retrieved from https://theconversation.com/why-has-the-number-of-teenagers- taking-design-and-technology-gcse-dropped-46361

[35]. Health and Safety Executive. (2017). Work-related Stress, Depression or Anxiety Statistics in Great Britain 2017 (1 Ed). London: Health and Safety Executive.

[36]. Higgins, C. (2013). Michael Gove's statement on GCSEs - and what it means for cultural and creative subjects [online]. The Guardian. Retrieved from https://www.theguardian.com/culture/charlottehigginsblo g/2013/feb/07/michaelgove-gcses-arts-and-creative-subjects

[37]. Jackman, M. (2016). Occupational Therapy and Mental Health | Psych Central [online]. Psych Central. Retrieved from https://psychcentral.com/lib/occupational-therapy-and-mental-health/

[38]. Karwowski, M., Gralewski, J., & Szumski, G. (2015). Teachers' effect on students' creative self-beliefs is moderated by students' gender. Learning and Individual Differences, 44, 1-8.

[39]. Majithia, R. K. (2017). What's Next in Design Education? Transforming role of a designer and its implications in preparing youth for an ambiguous and volatile future. The Design Journal, 20(sup1), S1521-S1529.

[40]. Morby, A. (2017). UK Government undermining design with “disappointing” budget [online]. Dezeen. Retrieved from https://www.dezeen.com/2017/11/23/uk-government- undermines-design-disappointing-budget-design- council-creative-industries-federation/

[41]. Ofsted, (2011). Meeting Technological Challenges? First Ed. Online: Crown.

[42]. Oleson, A., & Hora, M. T. (2014). Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices. Higher Education, 68(1), 29-45.

[43]. Pandey, R., Tomar, A. S., & Sharma, N. (2016). A recent role of CAD/CAM in designing, developing and manufacturing in modern manufacturing technologies. Imperial Journal of Interdisciplinary Research, 2(3), 398- 401.

[44]. Player, J. (2011). How to teach Design and technology [online]. The Guardian. Retrieved from https://www.theguardian.com/education/2011/jun/14/ james-dyson-design-lesson [Accessed 12/05 2017].

[45]. Powell, D. (2015). Design or decline? [online]. Campaign. Retrieved from https://www.campaign live.co. uk/article/design-decline/1370256[Accessed 01/09 2018].

[46]. Preece, J., Rogers, Y., & Sharp, H. (2011). Interaction Design: Beyond Human-computer Interaction (1^st Ed.). West Sussex: John Wiley & Sons.

[47]. Press, M., & Cooper, R. (2017). The Design Experience: the Role of Design and Designers in the Twenty-first Century. First Ed. London: Routledge.

[48]. Ritchie, R. (2001). Primary Design and Technology: A Process for Learning. Second Ed. Great Britain: Routledge. In Robson, C., & McCartan, K., 2016 (Eds.), Real World Research. Fourth ed. West Sussex: John Wiley & Sons.

[49]. Sayers, S., Morley, J., & Barnes, B. (2004). Issues in Design and Technology Teaching (2^nd Ed.). London: Taylor and Francis.

[50]. Shalley, C. E., & Gilson, L. L. (2017). Creativity and the management of technology: Balancing creativity and standardization. Production and Operations Management, 26(4), 605-616.

[51]. Shanks, J., Booth, P., & Nolan, G. (2014). Re-emerging designer-maker roles in digital design and construction with timber. In 48^th International Conference of the Architectural Science Association (pp. 469-478), University of Tasmania, Launceston, Australia, Anon. Australia: Architectural Science Association,

[52]. Slovák, P. et al. (2015). Developing skills for social and emotional wellbeing. In Proceedings of the 33^rd Annual ACM Conference Extended Abstracts on Human Factors in Computing Systems (pp. 2397-2400). New York: ACM.

[53]. Stables, K., & Bohemia, E. (2017). All aboard online. Design and Technology Education: An International Journal, 22(2), 1-4.

[54]. Steinberg, M. P., & Sartain, L. (2015). Does better observation make better teachers? Education Next, 15(1), 70-76. Retrieved from https://www.educationnext.org/ better-observation-make-better-teachers/

[55]. Stem Learning. (2016). National Curriculum: Design and Technology [online]. Retrieved from https://www.stem. org.uk/resources/collection/3200/national-curriculum-design- and-technology

[56]. Success at School. (2017). Why Should I Study Design and Technology? [online]. Success at School. Retrieved from https://successatschool.org/advicedetails/335/Why-Study-Design-and-Technology%3F

[57]. Thai, N. T. T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education, 107(1), 113-126.

[58]. The DT Association. (2017). The Design and Technology Association Supports High Quality Design, Engineering and Technology Education. Retrieved from https://www.data.org.uk

[59]. Thomson, D. (2017). What will Progress 8 do for the creative subjects? – Education Datalab [online]. Education data lab. Retrieved from https://ffteducationdata lab.org.uk/2015/03/what-will-progress-8-do-for-thecreative- subjects/ [Accessed 2/5/2018 2018].

[60]. Torrance, H. (2007). Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post secondary education and training can come to dominate learning. Assessment in Education, 14(3), 281-294.

[61]. Turner, C. (2017). Design and technology GCSE axed from nearly half of schools, survey finds [online]. The Telegraph. Retrieved from https://www.telegraph.co.uk/ education/2017/03/10/design-technology-gcse-axed-nearly- half-schools-survey-finds/

[62]. Vezzoli, C., Kohtala, C., Srinivasan, A., Diehl, J., Fusakul, M., Xin, L., & Sateesh, D. (2017). Product-Service System Design for Sustainability. Greenleaf Publishing Limited.

[63]. Williams, P., & Jinks, D. (2005). Design and Technology 5-12. Routledge.

[64]. Williams, R. (2014). End of the creation story? Design and craft subjects decline in schools [online]. The Guardian. Retrieved from https://www.theguardian.com/ artanddesign/2014/feb/11/design-craft-subjects-decline-in- schools

[65]. Yin, R. K. (2015). Qualitative Research from Start to Finish (2^nd Ed.). New York: Guilford Publications.

Design and Technology Education for 2020 and Beyond

Abstract

Keywords

How to Cite this Article?

References

If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Options for accessing this content:

	North Americas,UK, Middle East,Europe		India	Rest of world
	USD	EUR	INR	USD-ROW
Pdf	35	35	200	20
Online	35	35	200	15
Pdf & Online	35	35	400	25