Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515968
Title: The impact of ICT on teaching in design and technology at Key Stage Two
Author: Morley, Graham
Awarding Body: University of Huddersfield
Current Institution: University of Huddersfield
Date of Award: 2009
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Abstract:
This thesis investigates the impact of computers and interactive whiteboards on the teaching of Design and Technology in Key Stage 2. Their use within education is having an influence upon the curriculum. Various investigations into the impact of Information and Communication Technology have been undertaken but these have principally involved CAD and CAM work within Key Stages 3 and 4 Design and Technology. Very few studies have looked at Design and Technology in the earlier key stages or the impact upon teaching and pupils at Key Stages 1 and 2. The literature review focuses on four key areas surrounding the research investigation: Computer Aided Learning; Cognition regarding the relationship of problem solving and higher level thinking; Pedagogy and its relationship to the use of computers in the teaching of Design and Technology and a review of the Design and Technology guidelines and the related issues regarding their implementation. The research is based upon both qualitative and quantitative methodologies employing multiple sources of data collection. Quantitative data was collected through a survey of all primary schools in two Yorkshire Local Authorities. The qualitative data produced the basis for in-depth individual semi-structured interviews with a sample of Design and Technology Co-ordinators. The semi-structured interviews then formed the foundation for a focus group interview of Local Authority officers. Use has been made of an evidence trail which examines other sources of evidence such as conference papers, HMI, QCA, Ofsted and DfES reports. The main findings indicate that the core subjects of the National Curriculum are taking the vast majority of teaching time. A broad and balanced curriculum is therefore no longer being maintained in the schools studied. The evidence revealed that teachers were becoming familiar with the use of computers in the classroom. They understood the skills involved in using computers but were still uncertain as to the most suitable pedagogy. The majority of teachers who responded to the questionnaire and the semi-structured interviews, the Local Authority officers and some government departments regard the New Opportunities Funded (NOF) training as being a disappointment due to its over-ambitious aims and lack of pedagogical content. The introduction of interactive whiteboards (IWB) was initially viewed by teachers as another element of ICT to teach. However these have now been well received. Those teachers involved in the study are finding it difficult to find time to either keep pace with or develop their ICT skills. This is reflected in teachers’ limited use of computer programs. This is in direct conflict with the findings of Ofsted, which found that teachers were now using a broader range of programs. Please note that the term Local Education Authority no longer exists as a statutory body. Throughout this thesis the term Local Authority is used instead.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.515968  DOI: Not available
Keywords: T Technology (General) ; LB1501 Primary Education
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