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International Journal of Technology and Design Education

International Journal of Technology and Design Education OnlineFirst articles


Using creative exhaustion to foster idea generation

Numerous studies have shown the value of introducing cognitive supports to encourage the development of creative ability, and researchers have developed a variety of methods to aid in generating ideas. However, design students often struggle to …

02.12.2017 Open Access

Self-efficacy or context dependency?: Exploring teachers’ perceptions of and attitudes towards technology education

Educational research on attitudes shows that both teaching and student learning are affected by the attitudes of the teacher. The aim of this study is to examine technology teachers’ perceptions of and attitudes towards teaching technology in …

24.11.2017 Open Access

Teacher’s didactical moves in the technology classroom

In the technology classroom, practical problem-solving activities require interaction between teacher and students. To explore these interactions, we use Joint Action Theory of Didactics (JATD). Joint actions occur within a didactical system where …

16.11.2017 Open Access

Agendas, influences, and capability: Perspectives on practice in design and technology education

A philosophical shift in policy now situates the development of technological capability as the focus of Irish technology education. Internationally, the effectiveness of curricular reform in the discipline has previously been called to question …


Broadening design-led education horizons: conceptual insights and future research directions

Design as an overarching pedagogical framework has been regarded by some as the avenue to re-envision general education to develop capabilities required for twenty-first century citizens. However, despite the adoption of design thinking within …

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Über diese Zeitschrift

The International Journal of Technology and Design Education encourages research and scholarly writing covering all aspects of technology and design education. The journal features critical, review, and comparative studies. In addition, readers will find contributions that draw upon other fields such as historical, philosophical, sociological, or psychological studies that address issues of concern to technology and design education.

The Editorial Board views the teaching of technology and design as an emergent rather than an established practice, with many open issues requiring research. Among these issues are the preparation of technology teachers, the assessment of technological competence, and the relationship of technology to other curriculum elements, notably science. There are also significant policy questions that need to be addressed relating to the practice and rationale of curriculum change.

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