Publicerad: 2012-06-18
ISBN: 978-91-7519-849-1
ISSN: 1650-3686 (tryckt), 1650-3740 (online)
This paper explore values and design and technology in two ways; Firstly in looking at how the subject is valued by stakeholders and secondly by looking at how pupils can explore values issues through design and technological activity. It does so at a key point in the history of design and technology as a curriculum subject within the statutory curriculum of England.
In exploring values issues in these ways; the paper draws upon the work of David Layton who wrote two important texts on the same issues 20 years ago. Key issues emerging from curriculum development activity in that period are discussed along with a framework of activities to undertake with pupils. The paper concludes by making the case for reinforcing the centrality of values within design and technology education at the present time.
Values and value judgements are the ’engine’ of design and technology. Judgements about what is possible and worthwhile initiate activity; judgements about how intentions are to be realised shape activity; and judgements about the efficacy and effects of the product influence the next steps to take. Value judgements; reflecting people’s beliefs are ubiquitous in design and technology activity.
Layton 1992a:36
Budgett-Meakin; C.(1992) Make the Future Work. London: Longman.
DES (1990) Technology in the National Curriculum. London: DES / HMSO.
DES (1989) Technology National Curriculum: Interim report. London: HMSO.
DfE (1995) Technology in the National Curriculum. London: HMSO.
Heidegger; M (1977) The question Concerning Technology and other essays. New York: Garland Publishing Co.
ITEA (2000) Standards for technological literacy. Reston: ITEA Publications.
Layton; D (1992a) Values and design and technology. Design Curriculum Matter 2. Loughborough University.
Layton; D (1992b) Values and design and technology. In Budgett-Meakin; C. Make the future work. London: Longman.
Martin; M (2007) Role of product evaluation in developing technological literacy. In: Dakers J; Dow W and de Vries M (Eds) (2007) PATT 18: Teaching and Learning Technological Literacy in the Classroom. Glasgow: University of Glasgow.
NCC (1992) National Curriculum Technology: the case for revising the order. London: NCC Publications.
Nuffield Design and Technology Project (1995) Nuffield Design and Technology: Study Guide. London: Longman
Pacey; A. (1983) The culture of technology. Cambridge; Mass: MIT Press.
Pavlova; M and Pitt; J (2007) The place of sustainability in design and technology education. In: Barlex; D (Ed) Design and technology for the next generation. Whitchurch: Cliffe Co communications.
SCAA (1994) Design and Technology in the National Curriculum: Draft Proposals. London: HMSO.
Siraj-Batchford; J (1993) Values in design and technology: beyond epistemology and ethnocentrism. IDATER Conference proceedings 1993. Loughborough: Loughborough University.
Smithers; A and Robinson P (1992) Technology teachers: Getting it right. London: Engineering Council.
Smithers; R (2011) Will design and technology survive the curriculum review? Article in The Guardian; Tuesday 5 April 2011. Available online at: http://www.guardian.co.uk/education/ 2011/apr/05/james-dyson-design-technology.
QCA (2007) Design and technology: Programme of study for key stage 3 and attainment target. London: QCA Publications.
