BOOK PROPOSAL: Design and Technology Education: Applications of Research for Teaching and Learning in Schools (DTE:ARTLS)

1 Book Proposal Design and Technology Education: Applications of Research for Teaching and Learning in Schools (DTE:ARTLS) Book Proposal Target Publisher Bloomsbury Academic Working Title Design and Technology Education: Applications of Research for Teaching and Learning in Schools (DTE:ARTLS) Editorial Board •Matt McLain, Liverpool John Moores University, UK, [email protected] •Dawne Irving-Bell, Arden University, UK, [email protected] •David Wooff, BPP University, UK, [email protected] •David Gill, Memorial University of Newfoundland, [email protected] •Belinda von Mengersen, Australian Catholic University, [email protected] Description This book proposal is inspired by John Eggleston’s ‘Teaching and Learning Design and Technology: A Guide to Recent Research and its Applications’, published by Bloomsbury in 2001 under the Continuum Studies in Research in Education series. The proposed book, ‘Design and Technology Education: Applications of Research for Teaching and Learning in Schools’ (DTE:ARTLS), seeks to extend on the legacy of Eggleston and other authors, by putting the best that is known and understood about the subject in the hands of classroom teachers. Drawing together the most up-to-date research and scholarship from experts across the world, design and technology education offers the cutting edge and evidence-based perspective on this practical and creative subject. The subject design and technology, or variations along the lines of technology, engineering and/or design (TED), is part of the general education curriculum in many countries around the world, under different names and following different traditions, with ideating, realising, and critiquing (aka the designmake-evaluate paradigm) as implicit signature pedagogies. The term ‘design and technology’ will be written in lowercase throughout and avoid using the abbreviation D&T, which is associated specifically with the subject in the National Curriculum for England. This book will be ideal for building preservice teachers’ confidence and deepening inservice teachers’ and subject leaders’ knowledge and expertise in matters pertaining to 2 Book Proposal Design and Technology Education: Applications of Research for Teaching and Learning in Schools (DTE:ARTLS) design and technology key curriculum concepts, pedagogical approaches, and assessment practices. It will also provide a repository of evidence-based knowledge for policymakers and other stakeholders who influence school curricula. The core chapters will systematically review evidence and present it in a straightforward and accessible format for busy educators to engage with to enable them to use research-informed principles and practices in their classrooms, workshops, and studios. The book will be structured to support the reader with chapter outlines, research questions, synthesis of key findings and implications, synopses of key studies, and key points. Explanations of key concepts, real-life examples and reflective points keep the theory grounded in classroom practice. The Editorial Board envisage that the book will be accompanied by a companion website (see www.designandtechnologyeducation.com), including online summaries for each chapter and 3-minute video summaries by chapter authors, an archive of search protocols, and links to open access research on design and technology education. Contributors Proposals were invited from multidisciplinary teams, comprising of (a) a 200-word summary of proposed chapter, (b) key search terms, (c) indicative reference list, and (d) list of contributors, affiliations, and relevant expertise/contribution. The Editorial Board encouraged multidisciplinary teams with a range of expertise, including knowledge of design and technology education, systematic evidence synthesis/review, pedagogical practice, and/or policymaking. Chapter titles are phrased as a research question, and proposals were reviewed by the Editorial Board on the rigor and relevance of the proposal for design and technology education in international contexts in school classrooms, in line with the outline above. Submissions were submitted using the PRISMA Systematic Literature Review protocol document embedded below: DTE_Protocol_Temp late.docx Note: the protocol will be updated once each chapter is complete, and this document will be uploaded to a database of systematic review, rapid review, and umbrella review protocols for the book – such as PROSPERO1. Alongside the peer review process, this will ensure that the chapters can be classified as research under the Research Excellence Framework (REF)2, in the UK, and similar measures in other countries. Principles The book is proposed as a series of volumes, rather than editions, each presenting a collection of systematic reviews, which will be discussions based on a synthesis of findings 1 https://www.crd.york.ac.uk/PROSPERO/ 2 https://www.ukri.org/who-we-are/research-england/research-excellence/research-excellenceframework/ 3 Book Proposal Design and Technology Education: Applications of Research for Teaching and Learning in Schools (DTE:ARTLS) from the systematic evidence review of a particular aspect of design and technology education (maximum 3000-words). Each chapter will be written in response to an overarching research question (RQ), which will be the title of the chapter. Future volumes of the book will address different, contemporaneously relevant RQs, only revising earlier RQs where there is new evidence or a change in the educational climate. Chapters will be written in an accessible manner and not assume that the reader is familiar with research. Sources of evidence should be open access, where possible, and drawing on design and technology education related research and scholarship from around the world, where available. Contributors should work in small teams, including a range of subject and research expertise, and will be required to: a) produce and upload their search protocol in the agreed format prior to publication (with updates as necessary). b) produce their 3000-word chapter in the agreed format on the agreed schedule. c) peer review at least two chapters (two cycles, double blind). d) record a 3-minute video summary of their chapter prior to publication. Chapter Format The chapters will follow the house format for the publisher, and contributors will be required to use the template and embedded styles. There will be a one figure (diagram/image) limit per chapter. Chapters must include a: • title written as a research question. • outline of the key principles and concepts in the chapter (approx. 200 words). • synthesis of key findings and implications from the literature, with illustrations/examples of how it works in practice (approx. 1500 words). • synopses of a key study focusing on classroom application (approx. 200 words). • list of the key action points for classroom practice (approx. 100 words). Sections Structure of the Book The proposed structure of the book is to have five sections, including Front Matter, Part I Introduction, Part II Research Questions, Part III Research Literacy, and End Matter. The proposed sections and chapters are outlined below, with an indication of potential content and themes. Front Matter Foreword • by a national or international advocate of design and technology education (500words) Preface • an overview from the editors on the international context for the book (500-words) 4 Book Proposal Design and Technology Education: Applications of Research for Teaching and Learning in Schools (DTE:ARTLS) Part I Introduction Chapter 1. What is this book about and how can teachers of design and technology education use it in their practice? Author: All Editors General introduction: how and why to use this book (1000-words) Chapter 2. What can systematic literature reviews tell us about design and technology education?3 Author: Matt McLain (Editor) An explanation of the research design/methodology (systematic literature review) adopted by the chapters in Parts II (1000-words) (see Appendix 1) Chapter 3. What is design and technology as an international education phenomenon? Author: Dawne Irving-Bell (Editor) What design and technology education is, as an international phenomenon, the current controversies and tensions for the subject; and key issues for teacher education and development (1000-words) Part II Research Questions Part II is comprised of 19 systematic reviews syntheses (3000-words each), focusing on research questions exploring aspects of the position of design and education. Chapter 4. What is the impact of teaching critical thinking in design and technology education and how can they be adapted to suit primary school classrooms? Principal Investigator: Richard Brown, Design and Technology Consultant, UK. This chapter investigates the challenges faced by educators in teaching primary design and technology, with a focus on nurturing critical thinking. By understanding teacher perceptions and experiences, this study aims to understand the current use of critical thinking opportunities and propose effective strategies to enhance the teaching and learning experience for future educationalists and students. In addition, investigating how the broader educational field influences teachers' practices in design and technology education, and how power dynamics within the field may impact the promotion of critical thinking, adds a sociological dimension to the proposed research. Through a comprehensive analysis of the challenges and opportunities, this study will contribute to fostering the growth of critical thinking skills, reflecting upon potential policy changes and ultimately preparing students for future career prospects. Chapter 5. To what extent do food related projects in design and technology education foster interdisciplinary learning? Principal Investigator: Lissa Carter, Australian Catholic University, Australia. This chapter explores practical applications and changes in curricula that promote transdisciplinary learning. Real-world applications for students in secondary schools and 3 See Appendix 1 for a draft outline of this chapter. 5 Book Proposal Design and Technology Education: Applications of Research for Teaching and Learning in Schools (DTE:ARTLS) universities to apply combined knowledge and skills in food technologies, digital technologies and design thinking to create innovative food products, design packaging solutions, and explore the wider impact of food production and consumption. It will investigate whether there is evidence of a shift within food technology education from using traditional pedagogical approaches to learning, teaching and assessment to adopting more contemporary approaches including self-directed food design projects. Additionally, it will examine whether there is evidence that food design project work in design and technology education contexts is a beneficial and effective pedagogical approach to developing students’ food and design literacy. Chapter 6. What does the literature say about the role of textile education within the design and technology education curriculum? Principal Investigator: Sarah Davies, Nottingham Trent University, UK. This chapter will explore the role and place of textile education within the design and technology education curriculum. By examining the historical and contemporary evolution of textiles education, the review aims to identify changes in its integration and role within education over time, influenced by factors such as shifts in educational policies, advancements in technology, and societal demands. The synthesis of evidence can provide insights into the perceived purpose and value of including textiles education in the curriculum, and highlight rationales such as developing practical life skills, nurturing creativity, and preparing students for careers in the textiles industry. However, the review is also expected to reveal challenges and obstacles to the effective implementation of textiles education, including limited resources, inadequate teacher training, and competition with other curricular priorities. Through the analysis of research landscape, the review can offer a comprehensive understanding of the current status of textiles education, as well as identify areas of agreement, debate, and potential future trajectories. The findings can contribute to informed decision-making in curriculum development, teacher education, and educational policy concerning the role of textiles education in the broader context of design and technology education. Chapter 7. What and why do we teach about design and technology education in primary and secondary school curricula? Principal Investigator: Ceri de Boo, University of Canterbury, New Zealand. Taking New Zealand as a starting point, this chapter explores what is being taught and learnt in design and technology education, who is it being taught by and how it is being taught and learnt. Technology education in New Zealand is now an established area of the curriculum and has achieved a degree of maturity in its implementation. However, it still faces challenges in terms of acceptance and support. Also, the significant funding and resource support associated with the establishment of a new learning area is no longer available and the associated strong foundation of academic research and teaching is thinning out. This experience is not unique to New Zealand, and this study will explore similarities and differences across the world. Chapter 8. How is knowledge structured in design and technology education? Principal Investigator: Alison Hardy, Nottingham Trent University, UK. The nature and structure of the knowledge base for design and technology education has long been a subject of debate. This chapter investigates how knowledge is conceptualised 6 Book Proposal Design and Technology Education: Applications of Research for Teaching and Learning in Schools (DTE:ARTLS) and structured in the subject. By analysing scholarly articles, books, and curriculum documents, it will address ongoing debates about whether the subject has unique knowledge, relies on other disciplines, or primarily focuses on skills and processes. The review initially identified two primary forms of knowledge: conceptual and procedural. Further analysis revealed two additional categories: design knowledge and technological knowledge. These forms and categories were found to exist along a spectrum, with design to technological knowledge on one axis and conceptual to procedural knowledge on the other. This analysis provides a theoretical framework which reconciles competing debates by demonstrating how different forms of knowledge interact and complement each other in developing students' design and technology capability and their understanding of the made world. The spectrum model offers a nuanced view of knowledge structure and acquisition in design and technology education. Chapter 9. How does decentralization influence the development and delivery of design and technology education curricula? Principal Investigator: Louis House, Memorial University of Newfoundland and Labrador. This chapter examines the implications of decentralization for design and technology education by comparing curriculum development and delivery in two Canadian provinces: British Columbia and Newfoundland and Labrador. Within Canada’s decentralized education system, curricular authority is distributed, allowing regional and school-level autonomy. This flexibility contrasts with centralized systems that prioritize uniformity and efficiency. The review explores how decentralization shapes the position of design and technology in the curriculum, the integration of cross-curricular themes, and the structure of learning experiences. It also considers the broader consequences for teacher confidence, certification pathways, student perceptions, and community engagement. By analysing these dynamics, the chapter highlights the benefits and challenges of decentralized governance for technology education and offers insights into how policy decisions influence classroom practice and educational outcomes. Chapter 10. How are practical skills learnt in physical computing contexts within design and technology education? Principal Investigator: Thomas Kennedy, Memorial University of Newfoundland and Labrador. This chapter investigates how practical skills are developed in physical computing contexts within design and technology education. Physical computing, often involving platforms such as Raspberry Pi and Arduino, integrates programming, electronics, and design to create interactive systems. The review synthesizes evidence on pedagogical strategies that support learners in acquiring hard skills, including text-based programming, interfacing, and prototyping. It explores signature pedagogies that have emerged in this domain, highlighting approaches grounded in constructivism and constructionism, where learners engage in hands-on, inquiry-driven projects. Scaffolding techniques—such as incremental skill development, collaborative problem-solving, and structured progression from blockbased to text-based coding—are examined for their effectiveness in supporting diverse learners. The chapter also considers the role of extracurricular initiatives, such as coding clubs, and their contribution to science capital and STEM engagement. By analysing these practices, the review provides actionable insights for educators seeking to integrate 7 Book Proposal Design and Technology Education: Applications of Research for Teaching and Learning in Schools (DTE:ARTLS) physical computing into design and technology curricula, ensuring that students develop both technical competence and creative confidence in designing interactive solutions. Chapter 11. How can literacy and numeracy be authentically linked into technology programmes? Principal Investigator: Kerry Lee, University of Auckland, New Zealand. This chapter explores strategies for integrating literacy and numeracy into technology education in ways that are authentic and meaningful. Drawing on recent initiatives by the New Zealand Ministry of Education, the review examines pedagogical approaches that embed foundational skills within technology learning experiences without diminishing the subject’s integrity. Evidence from studies highlights interactive and adaptive strategies that promote authentic learning, such as project-based tasks requiring mathematical reasoning and technical writing. The chapter also considers the importance placed on these integrations by policymakers and educators, and the implications for teacher education and curriculum design. By synthesizing findings from international and regional research, the review provides practical recommendations for weaving literacy and numeracy into technology programmes to enhance student engagement and achievement. Chapter 12. How can peer-led approaches enhance learning in skilled trades and construction education? Principal Investigator: Paul Mburu, Harlington School, UK. This chapter examines the use of peer-led learning models in secondary-level skilled trades and residential construction courses. Grounded in Vygotsky’s social constructivist theory, the approach involves students teaching and assessing each other through a cascading sequence of projects. As learners progress, they alternate between novice and expert roles, fostering collaboration and reinforcing practical skills such as tool use, safety, and evaluation. The review highlights benefits including increased student autonomy, deeper understanding through teaching, and the development of assessment literacy. Challenges such as ensuring appropriate scaffolding, maintaining consistency, and monitoring interactions are also discussed. By synthesizing evidence on peer-led strategies, the chapter offers insights into how reciprocal teaching can enhance engagement and mastery in vocational and technology education contexts. Chapter 13. What are the best practices and challenges in fostering a culture of innovation and entrepreneurship through design and technology in K-12 education? Principal Investigator: Sarah Pulé, University of Malta. This chapter explores how design and technology education can cultivate innovation and entrepreneurship in K-12 settings. The review synthesizes evidence on best practices, including project-based learning, interdisciplinary collaboration, and authentic problemsolving tasks that encourage creative thinking and entrepreneurial mindsets. It also examines challenges such as resource limitations, teacher preparedness, and curriculum constraints. A key focus is the integration of artificial intelligence and sustainability concepts as enablers of innovative practices, while considering their implications for pedagogy and student creativity. By analysing these intersections, the chapter provides actionable insights for educators and policymakers aiming to embed entrepreneurial culture within design and technology curricula. 8 Book Proposal Design and Technology Education: Applications of Research for Teaching and Learning in Schools (DTE:ARTLS) Chapter 14. To what extent can design and technology teachers foster creativity in design and technology classrooms? Principal Investigator: Marion Rutland, University of Roehampton, UK. Drawing on research into creativity in psychology, education, and design, the review identifies strategies such as open-ended projects, risk-taking opportunities, and collaborative approaches that empower students as novice designers. It evaluates current teaching methods, curriculum designs, and assessment practices, and considers how insights from art and design educators and professional designers can inform D&T pedagogy. Findings emphasize the importance of teacher planning, contextualized tasks, and cross-disciplinary collaboration to nurture vision, confidence, and independent thinking in students. Chapter 15. How do STEAM strategies promote design and technology education? Principal Investigator: Anssi Salonen, University of Eastern Finland. This chapter examines the relationship between STEAM (Science, Technology, Engineering, Arts, Mathematics) education and design and technology learning. Through a synthesis of interventions across grades 1–12, the review identifies how STEAM approaches enhance competencies such as creativity, problem-solving, and cultural awareness within D&T contexts. It explores interconnected themes—such as sustainability, career readiness, and authentic learning—and proposes a framework aligning STEAM competencies with D&T education goals. Practical examples illustrate how transdisciplinary projects foster engagement and innovation, while theoretical insights highlight implications for curriculum design and teacher practice. Chapter 16. Which strategies promote effective transition between stages of education within the subject of design and technology? Principal Investigator: Joanne Taylor, University College London, UK. This chapter explores strategies that support smooth progression across educational phases in design and technology education. The review emphasizes curriculum alignment to ensure continuity of knowledge and skills from primary through secondary and beyond. It highlights the role of teacher collaboration across phases, advocating for cross-phase partnerships and professional development to maintain consistency in pedagogy. Assessment practices—both formative and summative—are examined for their role in preparing students for subsequent stages. The synthesis aims to provide a framework for educators and policymakers to implement effective transition strategies, while considering practical challenges such as resource constraints and institutional demands. Chapter 17. What does dialogue look like in the design and technology classroom? Principal Investigator: Joanne Taylor, University College London, UK. This chapter investigates the nature of dialogue—verbal and material—within secondary school design and technology classrooms. It examines who initiates conversations, their content, and their impact on creativity and student perceptions of creative capability. The review focuses on dialogic teaching practices and their role in fostering collaborative learning and idea development. By analyzing qualitative evidence from classroom interactions, the chapter aims to inform teachers about effective strategies for promoting 9 Book Proposal Design and Technology Education: Applications of Research for Teaching and Learning in Schools (DTE:ARTLS) meaningful dialogue and creativity, offering insights for professional development and curriculum design. Chapter 18. Can speculative design thinking help students to imagine preferred futures? Principal Investigator: Belinda von Mengersen, Australian Catholic University. This chapter synthesizes research on speculative design thinking as a pedagogical approach in design and technology education. It explores how speculative methodologies— such as future cones, world-building, and design provocations—enable students to anticipate, critique, and articulate preferred futures. Evidence suggests that these approaches foster creativity, critical thinking, and futures literacy, equipping learners to navigate complex societal and technological challenges. The review provides practical examples of speculative strategies and discusses their implications for curriculum design, sustainability education, and student agency. Chapter 19. Do MakerSpaces promote practical, creative craftsmanship and engineering skills in technical education? Principal Investigator: Tobias Wiemer, University of Potsdam, Germany. This chapter examines the role of MakerSpaces in fostering practical skills, creative craftsmanship, and engineering competencies within technical education. The review synthesizes evidence on how these collaborative, hands-on environments support experiential learning, bridging theoretical knowledge with real-world application. Findings suggest that MakerSpaces enhance student engagement, creativity, and problem-solving through project-based and inquiry-driven approaches. They also provide opportunities for developing 21st-century skills such as collaboration and innovation. The chapter highlights best practices for integrating MakerSpaces into curricula, identifies challenges such as resource allocation and teacher training, and offers recommendations for leveraging these spaces to enrich technical education and prepare learners for future technological and engineering contexts. Part III Research Literacy Part III consists of 1000-word quick-read position pieces to help practitioners to understand and engage with research related to design and technology education. Chapter 21. What is the current the research landscape for design and technology education? Author: David Gill (Editor) An overview of the existing research base in design and technology education, highlighting key themes, methodologies, and gaps. It maps the evolution of research from early curriculum studies to contemporary issues such as sustainability, digital technologies, and interdisciplinary learning. The summary emphasises the diversity of approaches (ranging from case studies and systematic reviews to design-based research – i.e. beyond systematic reviews) and identifies areas where evidence is strong and where further inquiry is needed. The chapter aims to give practitioners a clear picture of the scope and trends in research, enabling them to understand how scholarship informs policy, curriculum development, and classroom practice.