Peer reviewed
ERIC Number: EJ706287
Record Type: Journal
Publication Date: 2004-Sep-1
Pages: 3
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0746-3537
EISSN: N/A
Informed Design: A Contemporary Approach to Design Pedagogy as the Core Process in Technology
Burghardt, M. David; Hacker, Michael
Technology Teacher, v64 n1 p6 Sep 2004
In classroom settings, most problems are usually well defined, so students have little experience with open-ended problems. Technological design problems, however, are seldom well defined. The design process begins with broad ideas and concepts and continues in the direction of ever-increasing detail, resulting in an acceptable solution. So using design in the classroom can be challenging, as students are not familiar, or initially not comfortable, with the open-ended nature of design. This can also pose problems for teachers, who must relinquish directive control. However, it also provides opportunity to use constructivist pedagogical practice to engage students in their own learning. The informed design process discussed in this article, and the underlying pedagogical support methodology, provide a way to optimize the use of design as a pedagogical strategy.
Descriptors: Student Participation, Student Research, Technological Literacy, Educational Technology, Information Technology, Teaching Methods, Constructivism (Learning), Design
Publications Department, International Technology Education Association, 1914 Association Drive, Suite 201, Reston, VA 20191-1539. Tel: 703-860-2100; Fax: 703-860-0353; Web site: http://www.iteaconnect.org.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A