Technology education in secondary schools

Abstract

The author outlines his background and refers to current relevant attitudes. He considers changes which have influenced the curriculum for manufacturing in resilient materials in schools. The word technology is currently in common use. Having examined a range of sources for common themes, the author synthesises a definition and examines some implications. He uses the example of the development of the electronic computer to illustrate the difference between science and technology before arguing that 'new technology', in schools, properly belongs within the framework of 'Craft Design & Technology' (CDT). Using references from industry, education and elsewhere, he describes the process of designing and upholds its predominance as a skill to be fostered. Arising from its cyclic nature are implications for the assessment of performance. As labour saving devices, windmills and robots are widely separated by time but both require control and the author seeks to explore this link. The components of control are also identifiable in the work of pupils over many years. He contrasts industrial robots with those of their prophets. The need far a review of the education service was established in 1976. The consequent chain of political initiatives in Britain is described highlighting the nature of politics. He considers a case history when those who 'do' become championed by those who would have it done’. Durham Local Education Authority's progress in CDT in-service training is described and the world of 'lower school' technology is explored by considering both pupil and updated teacher. The author describes industrial reality and intimates a curriculum possibility - the design, by lower school pupils, of automatic systems. He sees the computer in the CDT curriculum both as design tool and as part of solutions to human needs.