Informed Design: A Contemporary Approach to Design Pedagogy as the Core Process in Technology
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| Title: | Informed Design: A Contemporary Approach to Design Pedagogy as the Core Process in Technology |
|---|---|
| Language: | English |
| Authors: | Burghardt, M. David, Hacker, Michael |
| Source: | Technology Teacher. Sep 2004 64(1):6-6. |
| Availability: | Publications Department, International Technology Education Association, 1914 Association Drive, Suite 201, Reston, VA 20191-1539. Tel: 703-860-2100; Fax: 703-860-0353; Web site: http://www.iteaconnect.org. |
| Peer Reviewed: | Y |
| Page Count: | 3 |
| Publication Date: | 2004 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Student Participation, Student Research, Technological Literacy, Educational Technology, Information Technology, Teaching Methods, Constructivism (Learning), Design |
| ISSN: | 0746-3537 |
| Abstract: | In classroom settings, most problems are usually well defined, so students have little experience with open-ended problems. Technological design problems, however, are seldom well defined. The design process begins with broad ideas and concepts and continues in the direction of ever-increasing detail, resulting in an acceptable solution. So using design in the classroom can be challenging, as students are not familiar, or initially not comfortable, with the open-ended nature of design. This can also pose problems for teachers, who must relinquish directive control. However, it also provides opportunity to use constructivist pedagogical practice to engage students in their own learning. The informed design process discussed in this article, and the underlying pedagogical support methodology, provide a way to optimize the use of design as a pedagogical strategy. |
| Abstractor: | ERIC |
| Number of References: | 11 |
| Entry Date: | 2005 |
| Accession Number: | EJ706287 |
| Database: | ERIC |
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| Abstract: | In classroom settings, most problems are usually well defined, so students have little experience with open-ended problems. Technological design problems, however, are seldom well defined. The design process begins with broad ideas and concepts and continues in the direction of ever-increasing detail, resulting in an acceptable solution. So using design in the classroom can be challenging, as students are not familiar, or initially not comfortable, with the open-ended nature of design. This can also pose problems for teachers, who must relinquish directive control. However, it also provides opportunity to use constructivist pedagogical practice to engage students in their own learning. The informed design process discussed in this article, and the underlying pedagogical support methodology, provide a way to optimize the use of design as a pedagogical strategy. |
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| ISSN: | 0746-3537 |
