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International Journal of Technology and Design Education

Published in:

01-11-2013

Inclusive design in the Key Stage 3 classroom: an investigation of teachers’ understanding and implementation of user-centred design principles in design and technology

Authors: B. Nicholl, I. M. Hosking, E. M. Elton, Y. Lee, J. Bell, P. J. Clarkson

Published in: International Journal of Technology and Design Education | Issue 4/2013

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Abstract

This paper starts out with a discussion of the importance of user-centred design, outlining its history and current embodiment in national and international standards and considers its particular relevance in addressing the needs of ageing populations. The paper moves on to examine how the premise of user-centred design has been taken up in education and focuses on the specific example of user-centred approaches as part of the Design and Technology requirement of the English National Curriculum, taught in England’s schools since 1989. The initial stage of the Designing our Tomorrow project presented in this paper was an investigation of the extent to which user-centred design was integrated in current teaching practice. Analysing baseline data collected from teachers and pupils at two state secondary schools the project team found that many of the tasks teachers planned for pupils did not provide opportunities to identify users’ needs when solving design problems. Finally, the paper presents a discussion of the project’s implications for pupils’ learning and understanding of Design and Technology.

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I~design is a major academic research programme that has helped to define, develop and disseminate inclusive design.

At the time these documents were produced, The Qualifications and Curriculum Authority was a non-departmental public body run under the auspices of the Department for Children, Schools and Families (DCSF) which maintained and developed the National Curriculum and associated assessments, tests and examinations as well as regulating examination bodies and examinations to ensure they are fit for purpose.

‘A scheme of work is the overall planned provision of design and technology in a key stage. It is made up of units of work and shows the order in which they may be taught across the key stage’ (QCA 2000: 5). Furthermore, plans for a unit (or design and make project) ‘are medium-term plans, usually designed for a term or less. They set out specific objectives that reflect the D&T National Curriculum programme of study, as well as possible teaching activities and learning outcomes’ (QCA 2000: 5).

All names are anonymised. Letter (e.g. A) indicates the school, a number (e.g. 1) indicates the teacher in that school.

A number of pupils failed to complete the items related to these questions. They are shown as void in Table 3 below

The format of the club mimics a popular television programme called ‘Dragons’ Den’ where entrepreneurs financially back inventions presented by members of the public.

‘Gifted’ pupils are defined as having evident high ability in academic subjects; ‘talented’ pupils have evident high attainment or latent high ability in a creative or expressive art or a sport. Many teachers use the term ‘able’ to describe these pupils more generally, since many pupils are both gifted and talented (DfES 2004: 1).

The tasks discussed in this paper, including pupil outcomes shown in Appendix 1, 2, are typical of the tasks undertaken in the two schools during the academic year 2010–2011. Food technology tasks do not appear in appendices, but also tended to focus on the acquisition of knowledge and skills. Consequently, the authors are confident that pupils across both schools, did not experience any opportunities that focussed on the needs of the user when designing during this academic year.

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Title: Inclusive design in the Key Stage 3 classroom: an investigation of teachers’ understanding and implementation of user-centred design principles in design and technology
Authors: B. Nicholl
I. M. Hosking
E. M. Elton
Y. Lee
J. Bell
P. J. Clarkson
Publication date: 01-11-2013
Publisher: Springer Netherlands
Published in: International Journal of Technology and Design Education / Issue 4/2013
Print ISSN: 0957-7572
Electronic ISSN: 1573-1804
DOI: https://doi.org/10.1007/s10798-012-9221-9

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