Assignment 1: Module 104

Design & Technology Education:
An Overview of Current Thinking and Practice

The purpose of the paper is to map current thinking in the area of design & technology education (DTE) in post-primary education. The prevailing model of curriculum at this stage of formal education is characteristically subject-based. This model sees the development of discrete, relatively self-contained subject curricula. Teacher training is also modelled on the preparation of subject experts. Where the goal is to offer the learner a ‘broad’ or ‘balanced’ education, this is typically conceptualised as making available to the student a range of different subjects, each of which is to cater for an identifiable area of human understanding or achievement. Curriculum development is, therefore, invariably shaped by cultural factors.

In Ireland, explicit reference to design and technology based education is a relatively recent occurrence. In recent years, ‘technological education’ has gained currency, influenced in no small part by developments that see ‘technology’ play an increasingly central role in many areas of human activity. Technological education is seen to fulfil two key and related functions: preparing learners for life in a ‘technological era’ and the use of a design & technology context for cognitive development.

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