Synoptic Review

  • David BarlexEmail author
Part of the Contemporary Issues in Technology Education book series (CITE)


This chapter considers chapters 2 to 17 and comments on each chapter separately. Each commentary identifies some of the key elements in the chapter, considers the pedagogy related to these elements and discusses other pedagogies that are relevant and might be supportive of associated teaching and learning, where appropriate links have been made between chapters.


  1. Adams, D. (2002). The Salmon of doubt. New York: Ballantine.Google Scholar
  2. Arthur, W. B. (2009). The nature of technology. London, England: Allen Lane.Google Scholar
  3. Barlex, D. (2007). Creativity in school design & technology in England: A discussion of influences. International Journal of Technology and Design Education, 17, 149–162. Klewer, The Netherlands.CrossRefGoogle Scholar
  4. Barlex, D. (in press). A curriculum developer’s perspective on the place of food in the secondary school. In M. Rutland & A. Turner (Eds.), Food education and food technology … an international perspective. Singapore: Springer.Google Scholar
  5. Barlex, D. & Steeg, T. (2017). Re-building Design & Technology in the secondary school curriculum. Available at this URL: Accessed 10 March 2020.
  6. Barlex, D., & Welch, M. (2009) So we’re going to have this huge spike here? Pupils’ exploratory talk while designing and making. Presented at The Design and Technology Association Education and International Research Conference 2009 A Platform for Success.Google Scholar
  7. Carr, N. (2015). The glass cage. U.K.: Penguin.Google Scholar
  8. Dakers, J., Hallstrom, J., & de Vries, M. (Eds.). (2019). Reflections on technology for educational practitioners. The Netherlands: Brill Sense.Google Scholar
  9. Department for Education. (2014). The English National Curriculum. Available at this URL: Accessed 5 October 2019.
  10. Ellul, J. (1964). The technological society. New York: Vintage.Google Scholar
  11. Frey, C.B. & Osborne, M. A. (2013) The future of employment: How susceptible are jobs to computerization? A working paper Available at this URL: Accessed 5 October 2019.
  12. Hattie, J. (2012). Visible learning for teachers. Oxon, UK: Routledge.CrossRefGoogle Scholar
  13. Hughes, T. (1994). Technological momentum. In M. R. Smith & L. Marx (Eds.), Does technology drive history? MA: MIT, Massachusetts, US.Google Scholar
  14. Kelly, K. (2010). What technology wants. New York: Penguin.Google Scholar
  15. Kimbell, R., Stables, K., & Green, R. (1996). Understanding practice in design and technology. Buckingham – Philadelphia: Open University Press.Google Scholar
  16. Lewis, T. (2019). Emeritus Professor of Technology Education Sheffield Hallam University. private communication.Google Scholar
  17. Longman. (1995). Nuffield design and technology teacher’s guide. Harlow, England: Longman.Google Scholar
  18. Mercer, N., Wegerif, R., & Dawes, L. (1999). Children’s talk and the development of reasoning in the classroom. British Educational Research Journal, 25(1), 95–111.CrossRefGoogle Scholar
  19. Olver, R. (2013, 1 April) Quoted text from a conference in March 2013, reported in the Guardian. Available at this URL: Accessed 5 October 2019.
  20. Royal Society. (2007). S-T-E-M working together for schools and colleges. Unpublished.Google Scholar
  21. Thunberg, G. (2019). No one is too small to make a difference. UK: Penguin.Google Scholar
  22. Vallor, S. (2016). Technology and the virtues. New York: Oxford University Press.CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.University of ExeterExeterUK

Personalised recommendations