English: Half Way There

Sections 3 and 4 of the 1988 Education Reform Act include English as one of the compulsory core subjects in the National Curriculum and empower the Secretary of State to specify attainment targets, programmes of study, and assessment arrangements for English for children of compulsory school age. The English Working Group appointed to advise the Secretary of State on English for ages five to 11 reported in September and its recommendations for attainment targets, programmes of study and statements of attainment were published in November alongside the English proposals of the Secretary of State for Education and Science and for Wales. The English Working Group will be reporting on English from 11 to 16 at the end of next month. Dr Barrie Wade, senior lecturer in education, Birmingham University, discusses the report on English for Ages 5 to 11 .     

Another Time, Another Place?

Sections 3 and 4 of the 1988 Education Reform Act include geography as one of the compulsory foundation subjects in the National Curriculum and empower the Secretary of State to specify attainment targets, programmes of study, and assessment arrangements for geography for children of compulsory school age. The Geography Working Group appointed to advise the Secretary of State on geography reported in April and its recommendations for attainment targets, programmes of study and statements of attainment were published in June in its final report. John Clarke, senior adviser (monitoring and evaluation) Suffolk Education Authority and author of Humanities for All (1989). discusses the problems likely to arise.     

History: Issues to Resolve

Sections 3 and 4 of the 1988 Education Reform Act include history as one of the compulsory foundation subjects in the National Curriculum and empower the Secretary of State to specify attainment targets, programmes of study, and assessment arrangements for history for children of compulsory school age. The History Working Group appointed to advise the Secretary of State on history reported in January and its recommendations for attainment targets, programmes of study and statements of attainment were published in April in its final report. Michael D. Wilson, deputy head, Carr Hill School, Kirkham, Lancashire, and author of History for Pupils with Learning Difficulties , comments on the recommendations in relation to special educational needs.     

Music: Striking the Right Notes

Sections 3 and 4 of the 1988 Education Reform Act include music as one of the compulsory foundation subjects in the National Curriculum and empower the Secretary of State to specify attainment targets, programmes of study, and assessment arrangements for music for children aged five to 14. The Music Working Group appointed to advise the Secretary of State reported to June and its recommendations for attainment targets, programmes of study and statements of attainment targets, programmes of study and statements of attainment were published in August in its final report. Sean McCavera, classroom teacher in the secondary department at The Vale School for pupils with physical disabilities, London Borough of Haringey, comments on the proposals.     

Science: Access for All Pupils

Sections 3 and 4 of the 1988 Education Reform Act include science as one of the compulsory core subjects in the National Curriculum and empower the Secretary of State to specify attainment targets, programmes of study, and assessment arrangements for science for children of compulsory school age. The Science Working Group appointed to advise the Secretaries of State on science reported in June and its recommendations for attainment targets, programmes of study and statements of attainment were published in August alongside the science proposals of the Secretaries of State for Education and Science and for Wales, in Science for Ages 5 to 16 . Alan Jones, head, physical science department, Trent Polytechnic, Paul Denley, south west regional project officer, Secondary Science Curriculum Review, and Christopher Butcher, senior lecturer, Trent Polytechnic, discuss the report.     

Joining up the DOTs: authentic teaching and learning in Design and Technology education

This paper reports on an innovative approach for teaching creativity in Design and Technology education based on the notions of authentic learning. Working with secondary schools in England and Ireland, the research team has been developing an intervention known as ‘Designing Our Tomorrow’ (DOT) which introduced students to the important principles of Inclusive Design (also known as Universal Design). Through interview and survey data, the team gained insights into students’ responses to the DOT intervention and they found that students’ creativity and empathy were enhanced following their engagement with the intervention materials.     

English: Key Stages 2 to 4

Sections 3 and 4 of the 1988 Education Reform Act included English as one of the compulsory core subjects in the National Curriculum and empowered the Secretary of State to specify attainment targets, programmes of study, and assessment arrangements for English for children of compulsory school age. The English Working Group appointed to advise the Secretary of State on English reported in May and its recommendations for attainment targets, programmes of study and statements of attainment for Key Stages 2 to 4 were published in June alongside the English proposals of the Secretary of State for Education and Science. Bernadette Walsh, language adviser, Rotherham LEA, discusses the proposals.     

Mathematics: Prospects and Problems

Sections 3 and 4 of the 1988 Education Reform Act include mathematics as one of the compulsory core subjects in the National Curriculum and empower the Secretary of State to specify attainment targets, programmes of study, and assessment arrangements for mathematics for children of compulsory school age. The Mathematics Working Group appointed to advise the Secretary of State on mathematics reported in June and its recommendations for attainment targets, programmes of study and statements of attainment were published in August alongside the mathematics proposals of the Secretary of State for Education and Science and for Wales. Tony Larcombe, director, Kent Mathematics Project, discusses the proposals.     

美国马萨诸塞州高中的技术学习标准及其启示

美国马萨诸塞州的高中技术学习标准描述了高中生应具备的工程设计、建筑技术等7个主要技术模块的技术素养,是该州技术教育的指导性文件,启发我国应建立符合区域特点的地方技术教育标准、形成以学生为本的技术教育理念、在基础教育中形成系统的技术教育体系。     

美国教育技术专业校际合作的演化与发展——学习科学的崛起与学媒关系及教育技术领域的未来

“教学设计与技术教授会”（PIDT）及其前身“大学教学开发与技术协作组”（UCIDT）在40余年的发展历史中,以其独特的方式开启了教育技术专业校际合作的先河,见证了教育技术专业校际合作主题的时代转换,并推动了教育技术培训的范式变更,促进了教育技术专业建设的历史进程,为教育技术领域的健康发展作出了重要贡献。     

We’re Creative on a Friday Afternoon: Investigating Children’s Perceptions of their Experience of Design &; Technology in Relation to Creativity

In the last 15 years there has been an increased emphasis in both educational research and curriculum development upon investigating children’s perspectives of their experience of learning. Children naturally have very particular and important insights to offer in helping us to develop our understanding of teaching and learning. However, research into children’s perceptions in the field of primary Design &; Technology education is still at a very early stage (Lunt in International handbook of research and development in technology education, Sense Publishers, Utrecht, 2009a). For example, in three reviews of educational research in Design &; Technology (Kimbell in A guide to educational research, The Woburn Publishers, London, 1996; Eggleston in Teaching and learning design and technology: a guide to recent research and its applications, Continuum, London, 2000; Harris and Wilson in Designs on the curriculum? A review of the literature on the impact of design and technology in schools, Department for Education and Skills, London, 2003) there are only passing references made to eliciting and considering pupils’ views and, in the studies where it does occur, it is used as a supplementary method of data collection rather than as a focus of research. The work which exists is small-scale and the majority of studies relate to secondary-aged pupils. The research that we have recently undertaken has tried to redress this gap. It has focused on primary children’s (aged 9–11 years) perceptions of Design &; Technology in general (Benson and Lunt in PATT 18 international conference on design and technology educational research: teaching and learning technological literacy in the classroom, University of Glasgow, Glasgow, 2007) and latterly creativity in Design &; Technology. It has been claimed by many that Design &; Technology is a ‘creative’ subject which develops children’s creative abilities. This is a bold claim and one that needs careful consideration. This paper sets out a framework for thinking about creativity drawn from a review of the literature and uses evidence of children’s perceptions of their experience of Design &; Technology to compare practice with theory in an attempt to raise questions and issues relevant to both policy and practice.     

英国《国家设计与技术课程标准》评介

英国的技术教育具有悠久的历史,其课程设置有着自己显著的优势和特点。通过介绍英国《国家设计与技术课程标准》的学习计划和基于标准的评价体系,分析其特点,联系我国中小学技术教育的现状提出了几点启示,为我国基础技术教育的发展和完善提供借鉴。     

Book Reviews

Book reviewed in this article: Design and Technology in Action: Communicating Design , T. BAIRD Primary Design and Technology in Practice , M. BENTLEY; J. CAMPBELL; A. LEWIS & M. SULLIVAN Design Technology: Children's Engineering S. DUNN & R. LARSON Falmer Design and Communication T. LAWLER Longman Starting Design and Communication B. LIGHT Longman Education by Design: A Guide to Technology across the Curriculum T. SHEPARD Stanley Thornes Ltd Design and Technology in Primary School Classrooms L. TICKLE (Ed) Falmer Teaching Craft, Design and Technology: Five to Thirteen P. H. M. WILLIAMS Managing Design and Technology in the National Curriculum: a Co-ordinated Approach ROBIN MURRAY (ed.) Heinemann Educational, 1990 Frank Gehry: Vitra Design Museum OLIVIER BOISSIERE & MARTIN FILLER Thames & Hudson The Arts 5–16: a Workpack for Teachers NATIONAL CURRICULUM COUNCIL Oliver & Boyd The Arts 5–16: Workpack The Arts 5–16: a Curriculum Framework The Arts 5–16: Practice and Innovation The Arts 5–16: Slide Sets Depictions of an Odyssey PETER MACKARELL, edited by SHEILA PAINE NSEAD How We Understand Art MICHAEL J. PARSONS Principles of Visual Perception CAROLYN M. BLOOMER     

英国14—19岁普通教育资格认证制度改革述评

文章对英国《14—19岁改革工作组的最后报告：14—19岁课程和证书制度改革》中有关14—19岁普通教育新文凭框架、认证标准和评价模式作一简介和述评，以期为我国的普通高中考试制度改革提供些许借鉴。     

论教学设计在教育技术学专业中的核心地位

系统方法在教育技术中的引入,产生了一个独特的教育技术学研究领域———教学设计。教学设计从它一出现就显示出非凡的魅力,在教育技术学专业中处于重要地位。本文对教学设计产生的必然性、它在教育技术学专业中处于核心地位的原因进行了论述,同时也分析了教学设计在我国的发展现状,提出一些建议。     

成组技术在冰箱开发设计中的应用

在冰箱的开发设计中,很多结构和物料都可以参考借鉴或直接引用原有的产品结构,标准化和引用性增强,减少新物料的数量,可以缩短开发的时间、简化设计开发过程、增加基础要素的通用性、增强设计的可靠性、降低开发成本、减少工艺装备等制造费用。本文提出了成组技术在冰箱开发中的应用,在研发阶段就以成组技术为指导思想进行设计,使得接下来的成组工艺得到更有效地实施,形成规模化单一性生产,提高企业的整体效益。     

基于教育技术标准的教育硕士现代教育技术公共课程的教学设计

以中小学教师为主要培养对象的教育硕士专业学位研究生教育,是我国高层次的基础教育师资培养规格,现代教育技术公共课程是培养教育硕士教育技术能力的课程,课程的设计应运用教学系统设计方法,在分析教育硕士特点和教学特殊性的基础上,依据我国颁布的中小学教师教育技术能力标准进行,以使教育硕士更好地掌握现代教育技术能力。     

Transforming the College through Technology: A Change of Culture

In this article we address the implementation of sustainable technological change among the faculty, staff, and students in the College of Education and Human Services at a mid-western urban institution. We examine cultural factors common to institutions of higher education and then describe particular planning and implementation processes employed at one institution to move faculty and staff from a state of minimal technology use to one of substantial technological competence over a period of years. The process turns out to be robust and stable despite growth over time. We conclude with recommendations for other educational institutions facing similar needs for cultural change in the use of technology. James A. McLoughlin has been Dean of the College of Education and Human Services at Cleveland State University since 1995 and Interim Provost from 2000 to 2001; he received his Ph.D. in Special Education from the University of Arizona. Lih-Ching Chen Wang is a Fulbright Scholar. She is currently an Associate Professor of Education in the Department of Curriculum and Foundations at Cleveland State University. Her work focuses on the integration of technology into teacher education. She holds a Ph.D. in Instructional Technology from Kent State University. William A. Beasley is a Professor of Education who specializes in Educational Technology and runs the Center for Teaching Excellence at Cleveland State University. He holds an Ed. D. in Gifted Education from the University of Georgia.     

Analyzing the curricula of doctor of philosophy in educational technology-related programs in the United States

The purpose of this study was to analyze on-campus and online PhD programs in educational technology-related fields in the United States. In particular, it sought to evaluate the most common program titles; core, elective, and research courses based on program curricula. The research design was quantitative content analysis and data were collected from six different sources. The study found 44 institutions offered campus-based degree programs and four offered online degree programs in educational technology-related fields with 27 different program titles. In addition, 324 core courses, 157 elective courses, and 260 research courses were further analyzed. The results revealed that the most common program titles were Curriculum and Instruction, Learning Design and Technology, Instructional Technology, Learning Technologies, Instructional Design and Technology, and Educational Technology. The most common core courses were Instructional Design, Advanced Instructional Design, Curriculum Theory, Needs Assessment, Internship in Instructional Technology, Instructional Systems Design, and Theories of Learning and Instruction. The most common elective courses were Multicultural Education, Foundations of Distance Learning, Educational Foundations, and Message Design. The most common research courses were Quantitative Methods, Qualitative Methods, Qualitative Research, Educational Research Methods, Multivariate Analysis, Introduction to Qualitative Research in Education, and Mixed Methods. Furthermore, this study provided discussion and implications for current study as well as recommendations for future research.     

教育技术预测师——Robert A.Reiser教育技术学术思想探析

罗伯特·A·瑞泽是美国著名的教学设计和技术专家。文章回顾了他的学术生涯和贡献,评述了其在教育技术理论研究与实践创新等方面的主要贡献,分析了其学术思想的局限,最后阐述了他对中国教育技术研究的特殊意义。