Abstract
Technology and Design was introduced as a multidisciplinary subject in Norwegian school in the context of the new curriculum in 2006. The topic should be a collaborative effort between the subjects of Science, Arts and Crafts, and Mathematics. In working with Technology and Design students develop a composite competence on product, process and context that we call Technology and Design expertise. There has been, and still remains, challenges associated with practicing the subject Technology and Design. The complex and many-facetted areas of expertise cause teachers within the traditional school subjects to experience the subject as strange, and it's challenging to establish a well-functioning multidisciplinary cooperation. In the desire to contribute to better practices in the subject the National Centre for Science, the National Centre for Mathematics and the National Centre for Arts and Culture in Education have in collaboration with the Oslo and Akershus University College of Applied Sciences developed teaching programmes in Technology and Design. Based on these challenges we will describe one of these teaching schemes and point to the challenges we met and still meet in our work with Technology and Design. Technology and Design expertise is a type of compounded knowledge that is in great demand in the labour market. We believe the subject would be a valuable contribution to the overall design education in primary school.
Keywords
Technology and Design, Education, Design, Curriculum
DOI
https://doi.org/10.21606/learnxdesign.2013.034
Citation
Dahlin, L.K., Voll, L.O.,and Svorkmo, A.(2013) Technology and Design as part of a public school from 1st to 10th grade, in Reitan, J.B., Lloyd, P., Bohemia, E., Nielsen, L.M., Digranes, I., & Lutnæs, E. (eds.), DRS // Cumulus: Design Learning for Tomorrow, 14-17 May, Oslo, Norway. https://doi.org/10.21606/learnxdesign.2013.034
Creative Commons License
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Included in
Technology and Design as part of a public school from 1st to 10th grade
Technology and Design was introduced as a multidisciplinary subject in Norwegian school in the context of the new curriculum in 2006. The topic should be a collaborative effort between the subjects of Science, Arts and Crafts, and Mathematics. In working with Technology and Design students develop a composite competence on product, process and context that we call Technology and Design expertise. There has been, and still remains, challenges associated with practicing the subject Technology and Design. The complex and many-facetted areas of expertise cause teachers within the traditional school subjects to experience the subject as strange, and it's challenging to establish a well-functioning multidisciplinary cooperation. In the desire to contribute to better practices in the subject the National Centre for Science, the National Centre for Mathematics and the National Centre for Arts and Culture in Education have in collaboration with the Oslo and Akershus University College of Applied Sciences developed teaching programmes in Technology and Design. Based on these challenges we will describe one of these teaching schemes and point to the challenges we met and still meet in our work with Technology and Design. Technology and Design expertise is a type of compounded knowledge that is in great demand in the labour market. We believe the subject would be a valuable contribution to the overall design education in primary school.