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Creativity in design and technology and ICT: imagining possibilities in a digital age
The issues raised in this paper relate both to the current climate in education and the changing demands within two relatively ‘young’ curriculum subjects: design and technology (D&T) and information communication technology (ICT, previously information technology, IT). Both subjects have ultima...
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| Main Authors: | , |
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| Format: | Default Text |
| Published: |
2004
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| Subjects: | |
| Online Access: | https://hdl.handle.net/2134/2885 |
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| Summary: | The issues raised in this paper relate both to the current climate in education and the changing demands within two relatively ‘young’ curriculum subjects: design and technology (D&T) and information communication technology (ICT, previously information technology, IT). Both subjects have ultimately evolved from the same subject as outlined in the first National Curriculum Order for Technology (DES/WO 1990) and continue to share similarities as identified in the National Curriculum for England 2000 statement of importance, as both subjects aim to prepare pupils for participation in a rapidly changing world using new technologies. This paper will highlight how the rapid development of both D&T and ICT has been accompanied, and to some extent driven, by the emphasis which has been placed in recent times upon the increased use of ICT as part of the drive to raise standards in schools. The central tenet of this work is that whilst recognising the value of ICT, this imposed imperative and its impact upon both the content of D&T teaching programmes and the methods adopted for their delivery may have compromised the principal aims of the subject as exemplified in the National Curriculum statement of importance and also constrained the potential for the development of learners’ creativity and imagination in D&T. The work goes on to make a case for a shift in emphasis and the adoption of ICT as a tool within a creative continuum rather than as the principal focus for learning. By considering the role of ICT, and in particular ICT rich activities such as CAD/CAM and ECT initiatives within D&T, the paper will consider how constrained practice in both subjects has marginalized D&T capability and creative practice. This propositional paper will further argue that by redefining pedagogical models for D&T and the use of ICT within the subject, both activities have the potential to promote rather than to constrain creative practice and so offer the potential of enhanced levels of design and technology capability for all learners. |
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