Effective Technology and Design Teaching: Getting It Right in the Classroom

Autor/inn/en	McNair, Victor; Clarke, Robin B.
Titel	Effective Technology and Design Teaching: Getting It Right in the Classroom
Quelle	In: International Journal of Technology and Design Education, 17 (2007) 3, S.271-290 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-7572
DOI	10.1007/s10798-006-9003-3
Schlagwörter	Teacher Effectiveness; Learning Strategies; Foreign Countries; Content Analysis; Case Studies; Teaching Methods; Educational Strategies; Technological Literacy; Technology Education; Feedback (Response); Active Learning; Problem Based Learning; Instructional Development; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Inhaltsanalyse; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Technisches Wissen; Technisch-naturwissenschaftlicher Unterricht; Aktives Lernen; Problem-based learning; Problemorientiertes Lernen; Teaching improvement; Unterrichtsentwicklung
Abstract	Technology and design was added to the Northern Ireland curriculum in September 1992 and through it, teachers seek to address the need for pupils to understand the ever-changing man-made world by developing skills and understanding in its four elements of designing, communicating, manufacturing and the use of energy and control. To be effective in attaining these goals, it is important that teachers allow pupils to have a voice in their learning. They should do this by taking account of pupil responses to the tasks they issue and using those responses as a basis for making choices about instruction and support strategies. This is particularly important in technology and design as pupils need to interpret instructions in light of their design ideas. This paper outlines how three case studies of technology and design teaching were used to identify a range of teaching and learning strategies and evaluate them for their potential to create a learning dialogue with pupils. Drawing on aspects of the effective teaching debate, this learning dialogue was then applied to how teachers exploited pupil histories, managed a range of collaboration strategies and provided effective task orientation. The case studies were based on observations, interviews and content analysis of work over a complete design-and-make project in each school. The paper outlines three continua for effectiveness in each of the three areas observed. The first continuum shows that teachers need a more individualised view of building on pupil histories, the second outlines a range of strategies for the management of pupil collaboration in learning and the third suggests that pupils need to be orientated into complex tasks in ways that support a progressively increasing level of independence in their thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10