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|Title: ||Who's in control (of the teaching of computer control)?|
|Authors: ||Steeg, Torben|
|Issue Date: ||2006|
|Publisher: ||© DATA|
|Abstract: ||The UK National Curriculum (NC) review that led to the
2000 NC Orders (DfEE, 2000) had an emphasis on
‘slimming down’ the curriculum and removing areas of
overlap between subjects. However, computer control
was one of a very few content areas that was left explicit
in the National Curricula of two different subjects; Design
and Technology (D&T) and Information and
Communication Technology (ICT).
Previous research by one of the authors (Steeg, 2003)
has noted the different approaches to the teaching of
control in the two subjects (led largely by the dissimilar
ways that control is described in the Programmes of
Study for the two subjects) and highlighted some of the
implications that this can have for pupils’ learning.
At a time when the NC is under review and there is
renewed interest in the ways that subjects (and D&T in
particular) in schools interact with each other (Barlex,
2000, 2005), it is timely to examine in more detail not
just the differences in the teaching of control between
ICT and D&T departments but also the ways that schools
and departments within them deal with these differences.
To this end, the pilot study reported here examines in
detail the ways that the teaching of control is conducted
in the ICT and D&T departments of six schools, with a
focus on two main questions:
• How is control taught and how, if at all, does the
teaching differ between D&T and ICT?
• What collaboration exists between D&T and ICT
departments in the teaching of control?
The main data collection was through detailed interviews
conducted with the heads of department of both ICT
and D&T in each school. This was supplemented by
classroom observation of ‘control’ lessons and scrutiny of
the schemes of work for control in the departments. The data indicate that there is little collaboration
between D&T and ICT departments and that it is
common for pupils at Key Stage 3 to be exposed to
control ideas in both subjects, but in ways that often
have little in common. The implications of this for pupil
learning and their attitudes towards D&T are explored.|
|Description: ||This is a conference paper.|
|Appears in Collections:||D&T Association Conference Series|
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