Keith Good
University of Greenwich, England
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Published in: PATT 1996. Proceedings from the conference "Pupils Attitude Towards Technology"
Linköping Electronic Conference Proceedings 5:7, p. 61-68
Linköping Electronic Articles in Computer and Information Science vol. 0 5:7, p. 61-68
Published: 2001-01-19
ISBN:
ISSN: 1650-3686 (print), 1650-3740 (online)
This paper describes my in-service work with teachers in Primary Design and Technology at the University of Greenwich; London. In it I set out the problems of UK teachers confronted with what to many is still a ”new” and threatening subject and the courses I have devised and taught in an attempt to meet their needs. This involves a concise explanation of our National Curriculumdrequirements for Design and Technology and how these were addressed during inservice courses. Some consideration is also given to technology work in the classroom to illustrate the kind of work teachers might do.
An important part of my in-service work however is with Dutch teachers and this paper gives particular emphasis to my links with two Dutch primary teachers’ colleges. One of these institutions (in Tilburg); has been sending teachers to the University of Greenwich for four consecutive years for a week of Primary Design and Technology. I also visit their institution. The main vehicle for my teaching Dutch (and UK) teachers has been Roald Dahl’s story ‘Charlie and the Chocolate Factory’ as stimulus for a design and technology centred thematic project. This project allowed me to combine my two of my main areas of responsibility at the University of Greenwich namely: Design and Technology overseas liaison and Primary in-service training in DT. The story was chosen because it was familiar and provides such a good vehicle for a wide range of technology.
The teachers came with a good understanding of the context. The practical outcome was to be ’a new machine for Willy Wonka’s Chocolate Factory’. Teachers also spent the day in a primary school close to the University to see good practice with children. A good variety of machines were produced. Finally each group demonstrated their machine for the benefit of the others.
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(2) Lever; C.; National Curriculum Design and Technology in the Primary School Trentham Books 1990.
(3) The Engineering Council Technology in the National Curriculum – Getting it Right 1992.
(4) Dearing; R.; The National Curriculum and its Assessment School Curriculum and Assessment Authority (SCAA) 1994.
(5) A Survey of Capitation Allowances; Resources and INSET Needs for Design and Technology in Primary & Secondary Schools in 1994/5 – Research Paper Number 3 The Design and Technology Association 1995.
(6) Design and Technology in the National Curriculum Department for Education 1995.
(7) Pritchard; A.; A Week of Roald Dahl Primary DATA Volume 1Number 2 Spring pub. Trentham Books for The Design and Technology Association 1992.
