Can teaching about disruptive technologies such as artificial intelligence change pupils’ perceptions of the value of design and technology?

Deane, Joanne (2017) Can teaching about disruptive technologies such as artificial intelligence change pupils’ perceptions of the value of design and technology? The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 19-29.

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Abstract

Design and technology (D&T) is at a point of uncertainty and there are mixed views about what it should consist of and the values that it holds. This research aimed to find out if teaching secondary pupils about disruptive technologies such as artificial intelligence (AI) would alter their perceptions in relation to the value of D&T, as well as improving their learning. Two lessons, focussed on AI, were integrated into a scheme of work and pupils’ perceptions of D&T’s value were measured before and after the lessons. Pupils’ responses and work outcomes were also considered. Following the lessons, pupils showed more awareness of D&T being related to problem solving, they displayed critical thinking, and work outcomes showed progress in problem solving skills. The research suggests that teaching pupils about disruptive technologies can have a positive impact on pupils’ learning and to some extent, their perceptions of the value of D&T.

Item Type: Article
Journal or Publication Title: The STeP Journal (Student Teacher Perspectives)
Publisher: University of Cumbria
Departments: Faculty of Education, Arts and Business > Institute of Education > Initial Teacher Education
Additional Information: Joanne Deane is a student at Nottingham Trent University, UK.
Depositing User: Anna Lupton
Date Deposited: 16 Nov 2017 10:10
Last Modified: 16 Nov 2017 16:24
URI: http://insight.cumbria.ac.uk/id/eprint/3394

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