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)

Reviews the development of technology education in North America and discusses its emerging replacement of industrial arts. Highlights some of the trends and issues defining curriculum development and classroom instruction. Details various approaches to curriculum design, program implementation, and administration. Examines differences between…

Describes class activities designed to broaden primary school students' perception of technology and its role in society. A guided discussion highlights technology's contribution to the children's lives and the difference between generations. Story telling concerning children, families, and technology of ages past provides a historical…

Reports on a class project that examined the manufacture of boxes and packaging to teach about design and technology. The class discovered basic manufacturing techniques by examining and disassembling cereal boxes. Field trips to stores provided more examples. Appraises the children's final projects and discusses acquiring materials. (MJP)