%0 Journal Article %1 1945 %A Wilson, V. %A Harris, M. %D 2004 %J Journal of Technology Education %K curriculum, evaluation, file-import-09-02-13, technology-education %N 2 %T Creating Change? A Review of the Impact of Design and Technology in Schools in England %U http://scholar.lib.vt.edu/ejournals/JTE/v15n2/wilson.html %V 15 %X The role of Design and Technology in schools in England is changing. These changes were heralded by the Government Green Paper 14—19: Extending Opportunities, Raising Standards ("Department for Education and Skills DfES, 2002), which proposed that education and training of 14—19-year-olds should be delivered by a more flexible curriculum with a broad range of options. Beginning in September 2002, Design and Technology (D&T) is no longer a compulsory school subject from age 14: the age which marks the end of Key Stage 3 in the broadly-based National Curriculum in England. Students will have a statutory entitlement to opt to study D&T subjects, but also more freedom within what was recognized as a very crowded curriculum to select other subjects of their choice. It is anticipated that these changes will impact considerably on D&T provision in schools. But what exactly is D&T? How has it been taught in elementary and secondary schools to date and what impact has it had on pupils? These are some of the questions that researchers from the Scottish Council for Research in Education (SCRE Centre) addressed in a literature review commissioned by the Department for Education and Skills (DfES) in England. This article is based upon that review (Harris & Wilson, 2003). In the following sections, we present the research evidence mainly from the UK regarding the origins of the concept of D&T, its unique educational components, and the impact it has had on the curriculum in England. These findings are summarized at the end of each section.

@article{1945, abstract = {The role of Design and Technology in schools in England is changing. These changes were heralded by the Government Green Paper 14—19: Extending Opportunities, Raising Standards ("Department for Education and Skills [DfES], 2002), which proposed that education and training of 14—19-year-olds should be delivered by a more flexible curriculum with a broad range of options. Beginning in September 2002, Design and Technology (D\&T) is no longer a compulsory school subject from age 14: the age which marks the end of Key Stage 3 in the broadly-based National Curriculum in England. Students will have a statutory entitlement to opt to study D\&T subjects, but also more freedom within what was recognized as a very crowded curriculum to select other subjects of their choice. It is anticipated that these changes will impact considerably on D\&T provision in schools. But what exactly is D\&T? How has it been taught in elementary and secondary schools to date and what impact has it had on pupils? These are some of the questions that researchers from the Scottish Council for Research in Education (SCRE Centre) addressed in a literature review commissioned by the Department for Education and Skills (DfES) in England. This article is based upon that review (Harris \& Wilson, 2003). In the following sections, we present the research evidence mainly from the UK regarding the origins of the concept of D\&T, its unique educational components, and the impact it has had on the curriculum in England. These findings are summarized at the end of each section.}, added-at = {2009-02-24T19:22:48.000+0100}, author = {Wilson, V. and Harris, M.}, biburl = {https://www.bibsonomy.org/bibtex/29f5fddc1d6ec5f1d990645fb1c93f733/clachapelle}, citeulike-article-id = {4046759}, interhash = {a2885fa3dd1ea71e4e7858506890e36b}, intrahash = {9f5fddc1d6ec5f1d990645fb1c93f733}, journal = {Journal of Technology Education}, keywords = {curriculum, evaluation, file-import-09-02-13, technology-education}, number = 2, posted-at = {2009-02-13 21:46:51}, priority = {2}, timestamp = {2009-02-24T19:22:50.000+0100}, title = {Creating Change? A Review of the Impact of Design and Technology in Schools in England}, url = {http://scholar.lib.vt.edu/ejournals/JTE/v15n2/wilson.html}, volume = 15, year = 2004 }