ERIC Number: ED382849
Record Type: Non-Journal
Publication Date: 1995-Apr-20
Reference Count: N/A
Technology in the School Curriculum. Contractor Report.
This report seeks to answer a set of related questions in the context of the United Kingdom: where technology education comes from, what it contributes to the curriculum and what its unique qualities are, and how excellence in students should be assessed. Part 1 describes and analyzes the evolutionary steps in the emergence of technology in the curriculum with a focus on the last 30 years. It traces the historical evolution of design and technology in the United Kingdom as a school subject, pointing out how it complements and differs from science and craft. Part 2 describes a national assessment that the author developed to find out what students learn from technology taught as design and summarizes the results. These findings are reported: girls appear to be better at identifying tasks, investigating, and appraising ideas, whereas boys seem to be better at generating and developing ideas; and Craft Design and Technology course students consistently outperformed the control group. Part 3 describes why technology education has been so successful. It points out some compelling reasons that have led head teachers, administrators, parents, politicians, and employers to value the contribution that it makes to children's development: the closeness between the process of design and technology and the process of thought; the centrality of communication; cooperative learning; and the direct link between technology in schools and subsequent industrial employment. Contains 35 references. (YLB)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Congress of the U.S., Washington, DC. Office of Technology Assessment.
Identifiers - Location: United Kingdom