Abstract
So, what are we to make of the findings embedded in each of the theses considered in this book? We organised the chapters into six groupings that we thought were of particular relevance to those who teach design and technology in schools:
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Curriculum content
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Stories of technology
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Planning and pedagogy
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Cognition
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Girls and technology
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Information technology
First this chapter will consider the findings of each grouping with a focus on their implications for classroom practice. Then the chapter will discuss the further work that might stem from the initial research and how teachers might contribute to this.
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References
Arthur, W. B. (2009). The nature of technology. London: Allen Lane.
ASPIRES. (2014). http://www.kcl.ac.uk/sspp/departments/education/research/aspires/ASPIRES publications.aspx
Barlex, D. (2017). Disruptive technologies. In P. John Williams & K. Stables (Eds.), Critique in design and technology education. Singapore: Springer.
Barlex, D., Givens, N., & Steeg, T. (2015). Thinking about disruptive technologies. In G. Owen-Jackson (Ed.), Learning to teach design and technology in the secondary school (3rd ed.). Oxford: Routledge.
Department for Education. (2013). The national curriculum in England framework document. London: DfE.
Macnaghten, P., Davies, S., & Kearnes, M. (2010). Narrative and public engagement: Some findings from the DEEPEN project. In R. von Schomberg & S. Davies (Eds.), Understanding public debates on nanotechnologies options for framing public policy. Luxemberg: European Union.
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Barlex, D., Williams, P.J. (2019). A Synoptic View. In: Williams, P.J., Barlex, D. (eds) Explorations in Technology Education Research. Contemporary Issues in Technology Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-3010-0_18
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DOI: https://doi.org/10.1007/978-981-13-3010-0_18
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