Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/35680

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Title
Values in technology education: examining four framing orientations from current literature
Author/Creator
Coughlan, Kerrie;  Grushka, Kathryn
Institution
The University of Newcastle. Faculty of Education & Arts, School of Education
Description
As designing is a central tenet in technology education values in technology education cannot be discussed without an examination of the underpinning notions of values in design and design practice. Design is currently positioned within the curriculum areas of visual arts and technology education across Australia. The Creative Nation policy positions design very clearly within technology, under the overarching notions of industry, economy and production. “Design represents a significant technological and skill investment which is critical to sustaining a high quality world manufacturing industry.” but further suggests that an education system that has a focus on skills development is inadequate for the future. These seemingly conflicting positions are at the core of the design in technology education debate. This paper is a review of current literature and the debates emergent around how values are transferred within design practice. The arising issues in the literature will be discussed within the context of the NSW Design and Technology curriculum.
Relation
4th Biennial International Conference on Technology Education Research. Values in Technology Education: Proceedings of the 4th Biennial International Conference on Technology Education Research 2006 (Gold Coast, Qld 6-9 December, 2006) p. 83-92
Relation
http://www.griffith.edu.au/education/faculty-education
Date
2006
Publisher
Griffith University, Centre for Learning Research
Keyword(s)
technology education;  values;  design practice;  Australia;  NSW Design and Technology curriculum
Resource Type
conference paper
Identifier
http://hdl.handle.net/1959.13/35680
Identifier
ISBN:9781921291104
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"Values in technology education: examining four framing orientations from current literature"
 
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