ICT Training for Teachers

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 Secondary D&T - Introduction

Module 1 Contents
  1. Introduction
  2. Task 1
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Introduction
Information and Communications Technology (ICT) can be used to enhance learning and teaching in the secondary school Design and Technology (D&T) curriculum. For students, this is best achieved where the ICT experiences are carefully planned and fully integral with the D&T learning experiences, and where opportunities are included for assessing pupils' information technology capability as well as their achievements in D&T.

Teachers of D&T can make appropriate use of ICT to achieve D&T teaching and learning objectives. ICT can be used to support more effective learning and/or to achieve results which would otherwise not be possible or which would be prohibitively difficult. And if using ICT imposes additional burdens on learners, this should be balanced by some obvious benefits which arise from using ICT.

Practical considerations to be considered when using ICT include issues of managing learning, providing equal opportunities and access to resources, monitoring progression, differentiation and the availability and use of ICT resources.

ICT can be used to enhance learning and teaching in D&T by:

using graphics and CAD/CAM packages to make products

  • such as embroidered logos on tee shirts, multiple plastic badges produced by CNC, corporate stationery and menus for a new restaurant

communicating, exploring and developing design ideas
  • such as producing multimedia reports, for different audiences, on surveys undertaken for fast food outlets, and using spreadsheets to explore the relative ecological impacts of a range of design solutions

modelling design solutions
  • such as exploring surface lighting, textures or colours when making design decisions in printing fabrics or deciding on how to finish artefacts

giving access to a variety of information sources

  • such as using the Internet and CD-ROMs when undertaking research for design and make activities, investigating resistant materials, types of structures, machines, food groups, textile properties, electronic circuits or safety standards

  • such as using kits to design and make robotic systems, including automatic feedback functions, for example testing fabrics for wear or structures for stress and possible failure



ICT resources (systems, software, hardware and courseware) available include:

Computer-Aided Design
  • for example school versions of professional CAD software for jewellery or other artefacts


Computer-Assisted Manufacture

  • for example computer-controlled sewing machines, embroidery, lathes or mills to support making activities


Communication Systems

  • for example presentation software or multimedia authoring software to explain design ideas


Information Systems

  • for example a professional database to analyse survey data, Internet or CD-ROM to research ideas for projects

Simulation and Modelling Software

  • for example spreadsheets or knowledge-based systems to explore the dietary issues of designing recipes, multimedia authoring or animation software to develop and test solutions


Computer Control Systems

  • for example using kits to test and realise design solutions such as integrated manufacture or environmental control systems

Discussion 

 

Explore some of these ideas further and discuss them with colleagues. Which resources do you have available to you? Which can you integrate into existing schemes of work? How would this help contribute to subject learning gains?

Looking at the ideas on the Virtual Teacher Centre (VTC) Curriculum IT Support pages for D&T may be a good start point. There is further information on the main D&T pages of the VTC.

You can explore some of these ideas further by looking at the ideas on the Virtual Teacher Centre (VTC) Curriculum IT Support pages for D&T.

Teachers new to ICT will find the Primary and Secondary Core materials helpful. Click here for an explanation of the different ways of using these sections. We will give you further links to the Primary Core in later modules. Don't forget the glossary of ICT terms either! There are many further ideas and useful links on the main D&T pages of the VTC.

Finally, don't forget to familiarise yourself with the QCA Schemes of Work. 

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Task 1

  1. Write, in the electronic format you feel is most appropriate, a document which covers the following points:
    1. Define a clear rationale for using ICT in your own D&T school context.

      In this you should give a clear indication of how you see ICT enhancing teaching and learning within the D&T curriculum. You should also include existing good practice and opportunities which you consider possible.

    2. Audit and list ICT resources available to support learning and teaching D&T in your context.

      You might wish to use the types given above to classify resources, further subdividing these into software, hardware and courseware as appropriate.

    3. Explore, and report on, other resources not immediately available in your department but which fit into the list above.

      Include information sources on CD-ROM and the Internet in your search.

  2. Design a web page including your document and use electronic mail to send it to the tutor for publishing on the T@LENT intranet.

Discussion 

 

Do you have a rationale for teaching aspects of ICT and can you start to identify opportunities in your teaching for incorporating this into your curriculum?

You might see teaching ICT as an imposition or as a necessary part of preparation of learners for life in the twenty-first century. In either case it is useful to ‘brainstorm’ possibilities, in the first instance without worrying about exactly how they might be accomplished. This ‘wish list’ can then be revisited and refined with more pragmatic perspectives.
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