Parametric Pedagogy: Integrating Parametric CAD in Irish Post-Primary Schools

Autor/inn/en	McGarr, Oliver; Seery, Niall
Titel	Parametric Pedagogy: Integrating Parametric CAD in Irish Post-Primary Schools
Quelle	In: Design and Technology Education, 16 (2011) 2, S.57-66 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-1431
Schlagwörter	Foreign Countries; Technology Education; Computer Assisted Design; Technology Integration; Computer Software; Educational Technology; Program Effectiveness; Program Evaluation; Educational Policy; Case Studies; Questionnaires; Interviews; Focus Groups; Communication Skills; Secondary School Curriculum; Course Descriptions; Spatial Ability; Curriculum Implementation; Inservice Teacher Education; Affective Behavior; Educational Needs; Secondary School Teachers; Drafting; Graphic Arts; Vocational Education Teachers; Ireland + Suchen Sie Ihr Suchwort? Ausland; Technisch-naturwissenschaftlicher Unterricht; Unterrichtsmedien; Programme evaluation; Programmevaluation; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Fragebogen; Interviewing; Interviewtechnik; Kommunikationsstil; Kursstrukturplan; Räumliches Vorstellungsvermögen; Lehrerfortbildung; Affective disturbance; Active behaviour; Affektive Störung; Educational need; Bildungsbedarf; Draft; Entwurf; Grafik; Grafisches Gestaltung; Ausbilder; Irland
Abstract	Technology education in Irish post-primary schools is undergoing significant change. In recent years the syllabi of all technology-related subjects have been revised. A new subject, Design and Communication Graphics, has replaced the traditional Technical Drawing subject. This new subject aims to develop students' spatial awareness and graphical communication skills in the context of design. Parametric CAD forms a significant element if the subject. This research paper reports on a study into the use of parametric CAD by teachers in Irish post-primary schools. The research found that teachers were enthusiastic and welcomed the inclusion of the software as part of their teaching. However, the novel teaching environment was challenging which had a significant affect on their pedagogical approaches. The findings highlight the need for affective teacher professional development that explorers the declarative as well as the procedural knowledge required for mastery of the CAD software. (Contains 1 table.) (As Provided).
Anmerkungen	Design and Technology Education Association. 16 Wellesbourne House, Walton Road, Wellesbourne, Warwickshire, CV35 9JB, UK. Tel: +44-1789-470007; Fax: +44-1789-841995; e-mail: info@data.org.uk; Web site: http://www.data.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10