Richard Kimbell

Tasks in technology

Technology has long been recognised as a ‘task-centred’ activity, but far too little work has been done to understand the nature of tasks and how they operate as teaching and learning tools. The problems surrounding Attainment Target 1 (AT1) in the national curriculum in England and Wales provide ample evidence of this. This paper explores — both in principle and through empirical research data — two central features of tasks ie pupil autonomy/teacher control and the role of the ‘client’ or user of the end product. Very contrasting views about tasks emerge from the four key stages.

Progression in Learning and the Assessment of Children's Attainments in Technology*

Since ‘progression’ implies the existence of an agreed goal, this paper begins with a consideration of what we might mean when we say someone is technologically capable. This is followed by an examination of two contrasted models of progression —which might be termed mechanical and organic. Finally, as it is impossible to debate progress without establishing the point one is starting form, I examine some of the central issues surrounding the assessment of technological capability.

Innovative Technological Performance

More than half of the “distinctive-contribution” statements in the new national curriculum for England and Wales (DfEE 1999) claim that creativity is part of their core concern. Our political masters—even the prime minister himself—enthuse about the need for a creative Britain. “Our aim is that risk-takers are rewarded. Let us believe in ourselves again. Britain’s future depends on those with confidence, who take risks, like the creative talents we celebrate here today. They are the people that Britain needs in the next century … those who have ambition for our country” (Blair, 1999)

Technology Education in South Africa: Evaluating an Innovative Pilot Project

Researchers from Goldsmiths College were asked to undertake an evaluation of a three year curriculum initiative introducing technology education, through a learner-centred, problem solving and collaborative approach. The program was developed in a group of high schools in the North West Province of South Africa. We visited ten schools involved in the project and ten parallel schools not involved who acted as a control group. We collected data on student capability (demonstrated through an innovative test activity) and on student attitudes towards technology (demonstrated in evaluation questionnaires and in semi-structured interviews). Collectively the data indicate that in areas of knowledge and skill and in certain aspects of procedures (most notably problem solving) the project has had a marked impact. We also illustrate that greater consideration could have been given in the project to developing skills in generating and developing ideas and in graphic communication. Gender differences are noted, particularly in terms of positive attitudes illustrated by both boys and girls from schools involved in the project. Attention is drawn to the critical impact the project has had on transforming the pedagogy of the teachers from a teacher-centred didactic model, to a learner-centred, problem solving model. Some wider implications of the successes of this project are debated.