ABSTRACT
Some of the first-hand experiences of teachers who have introduced design and technology into primary schools in recent years make up this book. The kinds of experiences they have encountered in their endeavours to effect design and technology teaching, and some of the practical issues which have arisen in doing so, are their central focus. The ways in which they have tackled problems through reflective and systematic thinking about curriculum implementation and development – their own research into their teaching and their coordinating responsibilities – provide the basis of the stories which are told. They convey the practical realities of teachers tackling the design and technology curriculum, the teaching strategies demanded by it, the collaboration with colleagues which it sometimes presumes, and the coordination of curriculum activities within a school. They also convey the kinds of problems and issues which have arisen for teachers, and the reflectiveness brought to bear upon those issues, in the search for understanding how best children might learn, and be taught.
