Design, technology studies harness students' creativity
New subject: Andrew Mitchell, delivers his keynote address. Picture: Saifulizam
Tuesday, April 8, 2008
DESIGN and technology studies allow students to harness their creativity and be innovative in using current technologies to improve their quality of life and solve problems as individuals and members of a team.
This was highlighted by Andrew Mitchell, assistant chief executive of the Design and Technology Association, United Kingdom in his working paper entitled D&T in the UK National Curriculum - Problems, Issues and Future Trends.
Mitchell presented the paper during the first day of the National Conference and Workshops on Design and Technology and Technology Education for Secondary and Primary Schools yesterday morning. In addition to enhancing their creativity and innovation, students also learn to combine "practical and intellectual skills with an understanding of aesthetic, technical, cultural, health, social, emotional, economic, industrial and environmental issues".
Overall they are able to evaluate present and past design and technology, and its use and effects, said the speaker.
Defining the study of design and technology as one that combines practical and technological skills with creative thinking to design and make products and systems to meet human needs, Mitchell also shared with the audience the experience of United Kingdom in incorporating the design and technology in the British curriculum.
The curriculum has the aim to enable all young people to become successful learners who enjoy learning and at the same time make progress.
It also provides an avenue for all young people to become confident individuals who are able to live safe, healthy and fulfilling lives, as well as become responsible citizens who contribute positively to society.
Mitchell also remarked that design and technology is a constantly evolving subject, citing the example of the popular Star Trek franchise which came up with technology that was deemed as modern during its time.
There has been an increase in the flexibility of the curriculum as there is "more room for personalisation and locally determined curriculum" which in turn allows for more input in creativity.
In addition, there are more and more opportunities for coherence and relevance - linking learning to life outside school, making connections between subjects, cross-curricular themes and dimensions.
The Brunei Times
This was highlighted by Andrew Mitchell, assistant chief executive of the Design and Technology Association, United Kingdom in his working paper entitled D&T in the UK National Curriculum - Problems, Issues and Future Trends.
Mitchell presented the paper during the first day of the National Conference and Workshops on Design and Technology and Technology Education for Secondary and Primary Schools yesterday morning. In addition to enhancing their creativity and innovation, students also learn to combine "practical and intellectual skills with an understanding of aesthetic, technical, cultural, health, social, emotional, economic, industrial and environmental issues".
Overall they are able to evaluate present and past design and technology, and its use and effects, said the speaker.
Defining the study of design and technology as one that combines practical and technological skills with creative thinking to design and make products and systems to meet human needs, Mitchell also shared with the audience the experience of United Kingdom in incorporating the design and technology in the British curriculum.
The curriculum has the aim to enable all young people to become successful learners who enjoy learning and at the same time make progress.
It also provides an avenue for all young people to become confident individuals who are able to live safe, healthy and fulfilling lives, as well as become responsible citizens who contribute positively to society.
Mitchell also remarked that design and technology is a constantly evolving subject, citing the example of the popular Star Trek franchise which came up with technology that was deemed as modern during its time.
There has been an increase in the flexibility of the curriculum as there is "more room for personalisation and locally determined curriculum" which in turn allows for more input in creativity.
In addition, there are more and more opportunities for coherence and relevance - linking learning to life outside school, making connections between subjects, cross-curricular themes and dimensions.
The Brunei Times
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