Describes elements of effective design and technology (D&T) teaching are as follows: learner autonomy, provision of an appropriate environment, resources to develop student capability, and motivation of students. Addresses considerations for teacher development and for designing activities and assessment. (SK)

In Hong Kong, 122 design and technology students, of whom 7 had color vision deficiency, completed design projects on the use of color. Teachers rating the projects could not tell which students had the deficiency. (SK)

Describes a practical activity in which 5-6 year-olds investigated, assembled, and disassembled simple mechanisms. Explains how the activity develops design and technology knowledge as well as basic skills such as literacy and numeracy. (SK)

Describes how elementary-school students with emotional and behavioral disorders worked in groups of four to complete design tasks. A chart shows progress in specific communication skills made by each student. (SK)

Analysis of the British Office of Standards in Education reports suggests that management and documentation are valued and rewarded over creativity in teaching. As in other policymaking bodies, preconditions to support creativity in schools are lacking, resulting in a mismatch between rhetoric about developing creative talents and the reality…

In two British schools 16 eighth graders were interviewed about their perceptions of design and technology curriculum. They enjoyed the subject, especially the act of creation. For many, conceptions of "real work" and enjoyment were antithetical. Design and technology appear to provide opportunities for engaging learning activities. (SK)

In a survey of 130 British design and technology students, most viewed teaching as poorly paid, stressful, and lacking in creativity and professional freedom; they had little knowledge of teacher education. Their tutors felt that the teacher's role was constrained by the National Curriculum and the profession had low status. (SK)

In a 7-week project, teams of elementary students designed and made a coal cart. The project demonstrated that practical design and technology problems are best broken into manageable subtasks. Doing so enhances understanding of conceptual and procedural knowledge. It also showed how children can be moved toward more expert levels of performance.…

Describes how a learning activity unit was designed for British Year 3 students with no design and technology experience. Outlines timing, teaching strategies, objectives, materials, and assessment method for each lesson; discusses what worked and what did not work. (SK)

A resource designed to introduce design and technology to refugee students for whom English is an additional language uses graphics to help explain tasks. As a standalone resource, it can be used at any time during the year and it can be varied to suit students' abilities. (SK)

The Delaware (Ohio) School District developed a technology center where teachers could expose students to different kinds of technology, problem solving, and career exploration. Modules and hands-on experiences reflect the national technology education standards. (SK)

Describes high school students' preparations for the FIRST (For Inspiration and Recognition of Science and Technology) Robotics Competition at the Kennedy Space Center. Provides step-by-step guidelines for participation. (JOW)

A student-designed project combined bridge construction and ecology. Students selected a site and designed five different bridges. (JOW)

A program in a materials/prototyping lab provided the structure for a year-long research activity. Students could test physical properties of a specific material or explore the use of a material in a new application. (Author/JOW)

Project offers grades 3-8 students hands-on design practice creating built environments to solve a society-based architectural problem. Students plan buildings, draw floor plans, and make scale models of the structures that are then used in related interdisciplinary activities. (Author)