Creating Change? A Review of the Impact of Design and Technology in Schools in England

Reviewing the relations between teachers’ knowledge and pupils’ attitude in the field of primary technology education

“…However, it was concluded that more scientific research evidence is required to draw solid conclusions about which teaching methods are most favorable (Wilson and Harris 2003). In a follow-up review, this conclusion was repeated (Wilson and Harris 2004).…”

Technology Education: An International History

“…In Finland, technology education used to have its own inspector (for a long time that was Kananoja, who was very important for the emergence of technology education in that country; Kananoja 1988), but now there is no longer that position. Even in the UK, with its long-standing tradition in having genuine technology education in the curriculum (Wilson and Harris 2004), design and technology use to be compulsory for all stages in primary and secondary education (Key Stages 1-4), but it lost that status in KS4 and it making D&T an elective subject in KS3 was also debated (fortunately the debate was won by those in favor of keeping the compulsory status). In the USA, the position of technology education is not questioned but the struggle for status is still there.…”

Researching primary engineering education: UK perspectives, an exploratory study

“…The pivotal role played by engineering in maintaining contemporary society is reflected in the literature (Wilson andHarris 2004, Smith andMonk 2005) with much attention being paid to the need to spark children's engineering imagination early on in their school life. Several UK government and professional association policy documents highlight the value of embedding engineering into the school curriculum, arguing that programmes aimed at inspiring children through a process of real-life learning experiences are vital pedagogical tools in promoting engineering to future generations (see, for example, DIUS 2008, IMechE 2009).…”