Abstract
Design and Technology learning environments within secondary schools are undergoing a metamorphosis due to the demands of global markets and business. These learning environments are considered key programmes which are significant in their contribution to the globally changing technologies and thinking within the fields of STEM - in this instance, a specific focus on industrial design engineering and IT technologies. The current geo-economic uncertainty has served to add technological demand for the commodification of education and particularly on learning environments which critically affect young people within the everchanging marketplace. The past few decades have shown a growing intent to expand citizens' knowledge within science, technology, engineering and mathematics, and this altar of the 21st century has pushed the need for further educational research which is innovative and creative
in its delivery for teachers and students alike (Cox, 2005; CSCNEPA, 2007).
There is a critical need for a greater co-operation between the subject areas within STEM, not only for the National Design and Technology Curriculum (including industrial design and engineering), to be recognised as significant contributors to the fields of science and mathematics education. Business and industry have long understood the symbiotic relationship between these fields and the future success of the design and technology curriculum within Australia necessitates successful development of a two-way partnership with its sister subjects of mathematics and science. The need for further research that is inclusive of the cognitive modelling with respect to innovative and creative design think is seen as critical in the engagement of students (Norman, 2012). Thus, teacher’s practices within these learning environments are critical in a highly charged teaching environment, where the demand for design and problem-solving is everchanging in both diversity and delivery.
in its delivery for teachers and students alike (Cox, 2005; CSCNEPA, 2007).
There is a critical need for a greater co-operation between the subject areas within STEM, not only for the National Design and Technology Curriculum (including industrial design and engineering), to be recognised as significant contributors to the fields of science and mathematics education. Business and industry have long understood the symbiotic relationship between these fields and the future success of the design and technology curriculum within Australia necessitates successful development of a two-way partnership with its sister subjects of mathematics and science. The need for further research that is inclusive of the cognitive modelling with respect to innovative and creative design think is seen as critical in the engagement of students (Norman, 2012). Thus, teacher’s practices within these learning environments are critical in a highly charged teaching environment, where the demand for design and problem-solving is everchanging in both diversity and delivery.
| Original language | English |
|---|---|
| Title of host publication | Creating contexts for Learning in Technology Education |
| Subtitle of host publication | Proceedings of the 9th Biennial International Conference on Technology Education Research held at Magill Campus, University of South Australia, Australia, December 1-3, 2016. |
| Editors | Howard Middleton |
| Place of Publication | Adelaide, SA |
| Publisher | Design Technology Teachers Association of Australia |
| Pages | 55-62 |
| Number of pages | 8 |
| ISBN (Print) | 9780994202727 |
| Publication status | Published - 2016 |
| Event | 9th Biennial International Conference on Technology Education Research: Creating contexts for Learning in Technology Education - University of South Australia, Adelaide, Australia Duration: 1 Dec 2016 → 3 Dec 2016 |
Conference
| Conference | 9th Biennial International Conference on Technology Education Research |
|---|---|
| Country/Territory | Australia |
| City | Adelaide |
| Period | 1/12/16 → 3/12/16 |