Mr Larry Spry

                   Tell me and I’ll forget, show me and I may remember, involve me and I’ll understand. Chinese Proverb

 I believe that Design and Technologies education  provides

• learning experiences that are not found elsewhere in the curriculum
• the development of important skills such as higher-order thinking,creativity , enterprise and design led innovation
• a flow-on contribution to learning in science  & Mathematics education through "sTEm "  approcah to learning .

Design and Technologies as a learning area provides the  interdisciplinary connector  to many fields of human enterprise (eg artistic, cultural, environmental, ethical, experiential, historical, local, mathematical, personal, political and scientific)

I strongly believe that many effective Design and Technologies educators  [and there a lots of them] adopt the interdisciplinary connector  teaching approach on a daily basis in their classes. At times intentionally  that reflects  purpose and intent & sometimes as an unintended  consequence of teaching BUT still powerful and impacts upon the learning of the student

An effective “sTEm “teacher and an effective “sTEm “program is focussed on the LEARNING, highlighting the

• concepts,
• skills and
• understandings

necessary  to solve a problem or to achieve a successful outcome for an inquiry based program or project based approach.

Once the LEARNING is identified  the connections to the relevant ‘subjects’ can be identified and assessed and catered for.

Teaching subjects/linked concepts /linked skill sets in a learning environment that creates a CONTEXT that focusses on  LEARNING  and fosters an atmosphrere where the learning becomes relevant for all students.

This concept and approcah should be the guiding principle in all teaching and reflective of an effective  sTEm program

I believe that Design and Technologies  education creates technologically literate learners who question, investigate, generate, design and make products, processes and systems that solve problems or satisfy future needs .  

The issue of recognizing the significant and importance of Technological literacy is a real concern to me, as I feel it is not addressed enough or promoted enough as a reflection of Design and Technologies uniqueness.

All learners benefit from the dimensions of technological literacy and must not be restricted in their learning to one aspect alone.

The three dimensions are:

• the operational, through which learners develop skills and competencies, at a technical level, to use materials and equipment in order to make products and systems (they learn to use and do)
• the cultural, through which learners contextualize their learning in the world of designed and made products, processes and systems. They recognize the interdependence of technologies with people at home, in further education and training, at work and at play, and they apply their technical learning in practical ways to realize designs and solve practical problems (they learn through technology)
• the critical, through which learners are empowered to take a full and critical role as autonomous citizens in technological societies. They are able to make refined judgments about the worth of the intentions and consequences of technological products, processes and systems on themselves and others. They reflect on technologies and take subsequent personal and civic action in the light of this reflection (they learn about, and how to be with, technology).  

Design and Technologies  offers learners a rich combination of knowledge, skills, strategies and dispositions to develop their identities as individuals, and to help them design shared, sustainable futures.

The significance and importance of Design and Technologies as a designated Learning Area from the Early years of schooling to the Senior years ,establishes the key and important role that learning in Design and Technologies brings to not only learners lives but ultimately to the future of design and technological practices of the nation.

Teaching Academic/Lecturer

• Design and Technologies-MMET program
• Educational Psychology-MMET program
• Science-MMET program  
• Professional Experience Programs 2,3,4-workshop tutor and practicum supervision
• PER 1,2 3 Practicum supervision

CEASA- Council of Education Associations of South Australia

DATTA -Design and Technology Teachers Association of South Australia

DATTA Australia-Design and Technology Teachers Association of Australia

ITEA-International Technology Education Association-USA,

ICSEI-The International Congress for School Effectiveness and Improvement,

The Design and Technology Association-DATA UK

Qualifications

• Masters in Educational Administration Adelaide College of Advanced Education

• Graduate Diploma of Teaching Adelaide College of Advanced Education

• Bachelor of Education Adelaide College of Advanced Education

• Diploma of Teaching South Australian College of Advanced Education