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Klapwijk, Remke; Van Doorn, Fenne – International Journal of Technology and Design Education, 2015
Human-centered design is of growing importance for professional designers and in the past two decades a series of techniques for designers to develop understanding of and empathy with a diversity of users has been developed within this field. In the second half of the twentieth century, intended users were involved late in the design process, i.e.…
Descriptors: Technology Education, Design, User Needs (Information), Instructional Design
Barak, Moshe – International Journal of Technology and Design Education, 2010
This paper proposes a compensative model for self-regulated learning in technology education (SRLT) comprised of cognitive, metacognitive and motivational domains. Discussion of the cognitive domain centers on problem-solving and creativity, with a focus on the need to engage students in open-ended assignments in informal contexts and to teach…
Descriptors: Assignments, Creativity, Self Efficacy, Prior Learning
Barlex, David; Rutland, Marion – International Journal of Technology and Design Education, 2008
This paper will describe an inquiry into the case of a design & technology one-year Postgraduate Certificate in Education (PGCE) trainee's interpretation of their school-based experience in England using the DEPTH approach of subject knowledge, pedagogic knowledge and school knowledge. The following research questions drove the study: (a) What…
Descriptors: Assignments, Foreign Countries, Teacher Attitudes, Educational Experience