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Barlex, D; Givens, N; Hardy, A; Steeg, T (2016)
Languages: English
Types: Unknown

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New and emerging technologies are a feature of the design & technology National Curriculum (for pupils aged 5-13 years) in England and the proposed new GCSE design & technology course (for pupils aged 14-16 years). These features are part of the modernisation of design & technology that is taking place in England. This paper reports a small case study of an ‘understanding new and emerging technologies’ activity in which trainee design & technology teachers at a university in England were required to research particular disruptive technologies (Barlex, Givens & Steeg 2015), develop presentations about these technologies to the other trainees undertaking the activity who then had to summarise their understanding of each disruptive technology in a short piece of writing (around 600 words) dealing with both the nature of the technology and its potential to be disruptive. In addition they had to justify its inclusion and suggest how it might be taught. The paper will describe the responses of the trainees, consider the extent to which they found this work challenging and comment on the way in which an understanding of such technologies might be taught to secondary school pupils as part of a modernised design & technology curriculum which develops the essential 21st century skill of technological perspective.
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    • Barlex, D. (2007) Justifying design & technology. In Barlex, D. (Ed.), Design & technology for the next generation Whitchurch, England: Cliffeco
    • Barlex, D. (2012). The Young Foresight Project A UK Initiative in design creativity involving mentors from industry. In B. France & V. Compton (Eds.), Bringing communities together: Connecting learners with scientists or technologists (pp. 113-126). Rotterdam, The Netherlands: Sense
    • Barlex, D., Givens, N. & Steeg, T. (2015). Thinking about disruptive technologies. In Gwyneth Owen-Jackson (Ed.), Learning to Teach Design and Technology in the Secondary School (pp.303-322). 3rd edition Oxford, England: Routledge
    • Barlex, D., Givens, N. & Steeg, T. (2016) The Disruptive Technologies Project available at https://dandtfordandt.wordpress.com/projects/disruptive-technologies/
    • Birtchell, T., Urry, J., Cook, C. & Curry A. (2013) Freight Miles Impacts of 3D Printing on Transport and Society ESRC Project ES/J007455/1. Retrieved June 11 2016 from http://eprints.lancs.ac.uk/66198/1/Freight _Miles_Report.pdf
    • Department for Education (2013) Design and technology programmes of study: key stage 3. London, England: Department for Education
    • Manyika, J. et al (2013) Disruptive technologies: Advances that will transform life, business, and the global economy McKinsey Global Institute. Retrieved June 11 2016 from http://www.mckinsey.com/insights/business_technology/disruptive_technologies
    • McArthur, E. (2015) Resources developed by the Ellen McArthur Foundation can be found at http://www.ellenmacarthurfoundation.org/schools
    • McLaren S. V. (2015). Developing Values. In Gwyneth Owen-Jackson (Ed.), Learning to teach design and technology in the secondary school (pp. 287-302). 3rd edition Oxford, England: Routledge
    • Middleton, H. (2005) 'Creative Thinking, Values and Design and Technology Education' International Journal of Technology and Design Education 15:61-71
    • Observer (2015) Retrieved June, 11 2016 from http://observer.com/2015/08/stephenhawking-elon-musk-and-bill-gates-warn-about-artificial-intelligence/ but also http://www.bbc.com/news/technology-35082344 for a more positive view
    • Willets, D. (2013) Eight Great Technologies, London, England: Policy Exchange
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