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DESIGN A
DESIGN AND TECHNOLOGY ND TECHN
OLOGY
DESIGN AND TECHNOLOGY FOR CHILDREN

FOR CHILDREN
FOR CHIL
THIRD EDITION
MARILY
N FLEER
DREN
AND B EVERLE
Y JANE
THIRD E
DITION
Design and technology education is now an established field of study in

primary schools and in many early childhood centres.
Authors Marilyn Fleer and Beverley Jane offer the definitive text on this
curriculum area.
Design and Technology for Children 3e is a comprehensive and innovative account of teaching and research in design
and technology education. It gives pre-service and in-service teachers opportunities to reflect upon and further
develop their understanding of technology and technological knowledge, and to consider several different
approaches in a practical and interactive way.
The third edition has been significantly updated and written to reflect current research and practice in design and
technology education for Australian children and pre-service teachers.
New to this edition is a password-protected website offering additional student-generated artefacts, observations
and video clips that further illustrate theory and practice in this important curriculum area.
www.pearson.com.au/highered/fleer
3
AND BEVERLEY JANE
To gain access contact your unit lecturer. MARILYN FLEER
ISBN 978-1-4425-2784-3
PEARSON AUSTRALIA
is a division of
9 781442 527843
Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2014 – 9781442527843 - Fleer/Design and Technology for Children 3e
DESIGN AND TECHNOLOGY
FOR CHILDREN
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Fleer 00.indd ii 11/10/10 1:48:02 PM

DESIGN AND TECHNOLOGY
FOR CHILDREN
MARILYN FLEER AND BEVERLEY JANE

THIRD EDITION
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Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2011
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Cataloguing-in-Publication Data
Author: Fleer, Marilyn.

Title: Design and technology for children/Marilyn Fleer; Beverley Jane.
Edition: 3rd ed.
ISBN: 9781442527843 (pbk)
ISBN: 9781486023226 (Vital Source)
Subjects: Technology—Study and teaching (Primary)
Other Authors/
Contributors: Jane, Beverley.
Dewey Number: 372.358044
Every effort has been made to trace and acknowledge copyright. However, should any infringement have
occurred, the publishers tender their apologies and invite copyright owners to contact them. Due to
copyright restrictions, we may have been unable to include material from the print edition of the book in this
digital edition, although every effort has been made to minimise instances of missing content.
PEARSON AUSTRALIA
is a division of
CONTENTS
Preface ix
Acknowledgements xviii
Reviewers xix
C H A PTER 1 THE N ATUR E OF TECHN OLO GY AN D T E CHN O LO GICAL K N O W LE DGE 1

Introduction 1
What is technology? 2
The people behind the technology 2
Technological knowledge 5
Technology and children 7
Technological history 10
The social shaping of technology 11
Technology transfer 14
Appropriate technology 16
Teaching technology to young children 19
Linking science and technology 19
Summary 26
References 27
C H A PTER 2 CHILDR EN ’S EXP ER IEN CE S O F T E CHN O LO GY: FU T U RE S T HIN K IN G AN D

D ESI G NIN G FOR SUSTAIN AB ILITY 30
Introduction 30
Children’s view of the future 33
Building upon children’s early technological experiences 40
Children’s thinking about their futures—how do primary teachers plan? 61
Summary 67
References 68
C H A PTER 3 TECHN OLOGY EDUCATION CU RRICU LU M 70

Introduction 70
Current curriculum context 71
What counts in curriculum content 71
Technology in context 77
Summary 80
References 80
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vi • D es i gn an d Te c h n o l o g y fo r C h il d r e n
C H A PTER 4 CR EATIVITY AN D DESIGN 82

Introduction 82
Children’s design questions 84
Questioning our created environment 84
A framework for stimulating quality design questions 85
Creativity and imagination 89
Summary 96
References 96
C H A PTER 5 P OPULAR CULTUR E AN D CHILDRE N ’ S T E CHN O LO GICAL CHILDHO O D 98

Introduction 98
Technology created childhood 99
Technologically created childhood worlds 101
Everyday living mediated technological orientation 107
Media/virtual mediated technological orientation 109
Technology education that orients children to real-world community life 113
Summary 114
References 114
C H A PTER 6 ASSESSIN G CHILDR EN ’S T E CHN O LO GICAL K N O W LE DGE AN D CAP AB ILIT IE S 117

Introduction 117
Finding out what young children know 118
Organising learning environments 124
Assessing children’s achievements—New Zealand perspective 127
Potentive assessment—assessment of future capabilities and technological knowledges 129
Summary 131
References 131
C H A PTER 7 COOP ER ATIVE TECHN OLOGICAL LE ARN IN G AN D B IO T E CHN O LO GY 134

Introduction 134
Making cubbies—a technological activity 135
Design, make and evaluate task: newspaper structures 139
Children designing in social groups 140
Developing cooperative skills 142
Basic elements of cooperative groups 145
Setting up different models of cooperative learning 146
Observing children in groups 147
Fostering interpersonal intelligence through cooperative learning groups 151
Summary 162
References 162
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Contents • vii
C H A PTER 8 CULTUR ALLY FR AMED TE CHN O LO GY 164

Introduction 164
Technology in the curriculum: Aboriginal worldviews 165
Technology in the curriculum: Western and Asian worldviews 168
Technology in the curriculum: Maori worldviews 172
Teachers as cultural brokers: Facilitating border crossing for Indigenous students 173
Teaching culturally framed technology 173
Sharing cultural practice 179
Culturally framed design briefs 180
Summary 184
References 185
C H A PTER 9 TEACHIN G AP P R OACHES: A FRAME W O RK FO R T HIN K IN G AB O U T T E CHN O LO GY

PED A GOGY 187
Introduction 187
Research into closed or open design briefs 188
From research to practice 191
Designing pedagogical diversity 192
Tinkering activities designed to enhance girls’ technological capabilities 197
Summary 205
References 206
C H A PTER 10 P R OJECT APPR OACH: EN GAGIN G IN T E CHN O LO GY HO LIS T ICALLY 210

Introduction 210
Community project approach in technology 211
Conclusion: Engaging children holistically 221
A final word 221
References 222
I ND EX 223
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PREFACE
A B O OK OF RESEARCH
Technology education is now an established field of study in primary schools and some early
childhood centres. Educationalists have developed understandings about how to develop programs
in this area, and how to effectively work with children to develop their technological capabilities. Yet
the more research we undertake in this area, the more we need to know.
The context of this book is based on research and practice in technology education with Austral-
ian children and pre-service teachers. Some of this research has been supported by grants from a
range of sources, including the Australian Research Council Small Grant Scheme and the Curriculum
Corporation of Australia. Data from both authors’ PhD theses have also been used to support discus-
sions contained in this book. As a result, the book represents a comprehensive account of research
into technology education within Australia. The third edition of the book represents a major revision,
drawing on recent research by the authors and recent developments in technology education. As this
field moves rapidly ahead, ongoing research is needed into the pedagogic changes that technology can
make in schools. As such, this book seeks to make a scholarly contribution to knowledge construction
in technology education within Australia.
D ESIGN F EATURES OF THE BOOK

The main design feature of this book is interactivity. Readers are encouraged to reflect on the research
reported in each of the chapters and to consider what their position is in relation to the vignettes
detailed. The book encourages readers to think broadly about technology and technology education.
It is argued that the more broadly technology is conceived, the more likely it is that teaching programs
will be diverse and socially relevant for children. Through this re-interpretation of the literature,
critical insights into technology education are possible.
Throughout the book the theories of teaching and learning in technology education are critiqued
and examples of design briefs are included. The latter part of the book presents a range of approaches
to the teaching of technology education.
The book provides a contemporary analysis of planning for technology teaching. It is argued that
learning can be maximised for children when teachers provide an environment in which:
• children have a sense of purpose for working

• teachers organise opportunities for observing children’s technological capabilities
• teachers use observations as the basis for planning
• children use their technological construction/processes (rather than simply making them and then
taking them home)
• cooperative learning is not only fostered but is taught as an important skill in working
technologically
• teachers work towards helping children to ask questions of their designed environment
• teachers critique the range of discourses that emerge and ensure that all children have agency.
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x • D e s ign an d Te c h n o l o g y fo r C h il d r e n
WAYS TO USE THE BOOK

There are many ways that this book can be used. The content is structured to allow for week-by-week
readings for students in order to support tutorial activities, online interactions, and lecture content.
Tables 1 to 4 suggest ways in which the chapters may be used.
Table 1 Chronological sequence (12-week semester with 2 or 3 weeks of field placement)
Teaching children: Design briefs

Chapter Title Comment and technological activities
1 The nature of technology and This is an expansive chapter • Tinkering with toys activity
technological knowledge that will move the student • A full unit on bees—designing a
away from a simplistic view of container and label for commercial
technology to a complex, values- distribution of honey
based view, which includes an • Designing and making a cricket
understanding of the people enclosure
behind the technologies.
2 Children’s experiences of This chapter helps students • Designing and creating a mud pit
technology: Futures thinking to think about design and • Designing and creating a
and designing for sustainability technology in relation to their community
environment.
3 Technology education This chapter presents an analysis
curriculum of all the technology education
curriculum documents in
Australia.
4 Creativity and design In this chapter the students • Designing wrapping paper with
are encouraged to expand how recycled materials
they develop design briefs • Designing a recycling device for
for technological learning. the home, mostly from recycled
Imagination, creativity and materials
sustainability are considered.
5 Popular culture and children’s This chapter considers • Children’s classroom is changed
technological childhood children’s experiences of high into an architect’s studio
technology at home and how • Designing and running a classroom
the commercial sector influences restaurant
choice and children’s activities. • Classroom is changed into a
catwalk: designing and making
costumes, masks and party
accessories
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Preface • xi
6 Assessing children’s This chapter gives details on a • Designing, making and performing
technological knowledge and range of assessment techniques with puppets
capabilities appropriate for technology • Designing with blocks
education.
7 Cooperative technological This chapter details how • Making cubbies
learning and biotechnology children can work cooperatively • DMA newspaper structures
to create technological • Making straw towers
solutions. Issues surrounding • Extracting DNA from wheat
biotechnology are explored. • Bread-making
8 Culturally framed technology This chapter examines the • Spear-making
cultural aspects of technology, • Design brief outline
and ways to incorporate • Building a mia mia
Western, Eastern and • DMA a hat
Indigenous perspectives in the • DMA a greeting card
technology curriculum. • Making music
9 Teaching approaches: A This chapter considers research • Closed design brief: making a
framework for thinking about into how teachers have popcorn holder
technology pedagogy implemented technology in • Design, build, test and evaluate a
their classrooms using various wind-powered device
approaches. A discrete approach • Making moisturiser and bath
to teaching technology is bombs
detailed. • Girls and the tinkering table
10 Project approach: Engaging in This chapter introduces a • Dish stacker
technology holistically volunteer-based Community • The ‘Nutcracker’ mask
Project Approach (CPA) for • Nature trail mosaic gateway
primary and secondary levels. • Advent candles
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xii • D e s ign an d Te c h n o l o g y fo r C h il d r e n
Table 2: For those teaching science and technology education as an integrated unit
Teaching children: Design

briefs and technological
Weeks Chapter Title Comment activities
1 1 The nature of technology This is an expansive chapter • A full unit on bees—
and technological that will move the student designing a container
knowledge away from a simplistic view and label for commercial
of technology to a complex, distribution of honey
values-based view, which • Designing and making a
includes an understanding cricket enclosure
of the people behind the
technologies.
2 ‘Science for Researching children’s This chapter gives insights • Design an animal catcher so
Children’ understandings and ways of into children’s everyday that you can study the seven
Chapter 2 learning thinking in science. characteristics of life
Students are invited to think • Design and test different
about their own concepts in approaches to insulating
science. This chapter can be drink bottles, lunch boxes
linked with technological and other items relevant in
learning through children’s community
brainstorming with students
how they could challenge
and support children’s
thinking in science.
3 ‘Science for Planning and assessing for This chapter gives examples • Follow up ideas—design
Children’ children’s learning of units of work on air which aircrafts that minimise ‘air
Chapter 3 support both science and resistance’
technology.
4 10 Project approach: Engaging Use this chapter to set • Find out what is important to
in technology holistically up a community project the elders in your community.
that includes science and Then develop a community
technology. project
5 2 Children’s experiences This chapter helps students • Designing and creating a

of technology: Futures to think about design and community
thinking and designing for technology in relation to
sustainability their environment.
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Preface • xiii
6 6 Assessing children’s This chapter gives details • Provide alternative examples

technological knowledge on a range of assessment on science
and capabilities techniques appropriate for
technology education. The
approaches are also suitable
for science education.
7 7 Cooperative technological This chapter details • Making cubbies
learning and biotechnology how children can work • DMA newspaper structures
cooperatively to create • Making straw towers
technological solutions. • Extracting DNA from wheat
Issues surrounding • Bread-making
biotechnology are explored.
8 ‘Science for An interactive approach: This chapter demonstrates • Designing and making an ant
Children’ Children’s questions and how to set up science farm
Chapter 7 conceptual change learning using an interactive • Using knowledge of circuits
approach. An expansive and electricity to design a
science unit taught in this lighthouse
way can also be expanded • Designing a new musical
so that technology learning instrument
is fostered.
9 9 Teaching approaches: A This chapter considers • Closed design brief: making a
framework for thinking the research into how popcorn holder
about technology pedagogy teachers have incorporated • Design, build, test and
technology into their evaluate a wind-powered
classrooms. It also focuses device
on a discrete approach to • Making moisturiser and bath
teaching technology. bombs
• Designing a bug catcher and
enclosure
10 8 Culturally framed This chapter examines • Spear-making
technology the cultural aspects of • Design brief outline
technology, and includes • Building a mia mia
ways to incorporate • DMA a hat
Western, Eastern and • DMA a greeting card
Indigenous perspectives in • Making music
the technology curriculum.
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xiv • D e s ign an d Te c h n o l o g y fo r C h il d r e n
Table 3 For those who are working with students studying primary education
Teaching children: Design briefs

Chapter Title Comment and technological activities
technological knowledge that will move the student • A full unit on bees—designing a
away from a simplistic view of container and label for commercial
technology to a complex, values- distribution of honey
based view, which includes an • Designing and making a cricket
understanding of the people enclosure
behind the technologies.
10 Project approach: Engaging in This chapter can be used to • Dish stacker
technology holistically introduce a Community Project • The ‘Nutcracker’ mask
Approach (CPA). • Nature trail mosaic gateway
• Advent candles
3 Technology education This chapter presents an analysis • Using the concepts in this chapter,
curriculum of all the technology education design a primary unit of work in
curriculum documents in technology
Australia.
are encouraged to expand how recycled materials
they develop design briefs • Designing a recycling device for
for technological learning. the home mostly from recycled
Imagination, creativity and materials
sustainability are considered.
5 Popular culture and children’s This chapter considers children’s • Children’s classroom is changed
technological childhood experiences of high technology into an architect’s studio
at home and the how the • Designing and running a classroom
commercial sector influences restaurant
choice and children’s activities. • Classroom is changed into a
catwalk: designing and making
costumes, masks and party
accessories
6 Assessing children’s This chapter gives details on a • Designing, making and performing
technological knowledge and range of assessment techniques with puppets
capabilities appropriate for technology • Designing with blocks
education.
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Preface • xv
7 Cooperative technological This chapter details how • Making cubbies

learning and biotechnology children can work cooperatively • DMA newspaper structures
to create technological • Making straw towers
solutions. Issues surrounding • Extracting DNA from wheat
biotechnology are explored. • Bread-making
8 Culturally framed technology This chapter examines the • Spear-making
cultural aspects of technology, • Design brief outline
and ways to incorporate • Building a mia mia
Western, Eastern and • DMA a hat
Indigenous perspectives in the • DMA a greeting card
technology curriculum. • Making music
2 Children’s experiences of This chapter helps students • Designing and creating a mud pit
technology: Futures thinking to think about design and for primary-aged children
and designing for sustainability technology in relation to their • Analyse the content of website and
environment. develop design briefs for primary-
aged children
9 Teaching approaches: A This chapter considers the • Closed design brief: making a
framework for thinking about research into how teachers popcorn holder
technology pedagogy have incorporated technology • Design, build, test and evaluate a
into their classrooms. It also wind-powered device
focuses on a discrete approach • Making moisturiser and bath
to teaching technology. bombs
• Designing a bug catcher and
enclosure
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xvi • D e s ign an d Te c h n o l o g y fo r C h il d r e n
Table 4 For those who are working with students studying early childhood education
Teaching children: Design briefs and

Chapter Title Comment technological activities
technological knowledge that will move the student • Designing and making a cricket
away from a simplistic view enclosure
of technology to a complex,
values-based view, which
includes an understanding
of the people behind the
technologies.
2 Children’s experiences This chapter helps students • Designing and creating a mud pit
of technology: Futures to think about design and • Analyse the content of webite for
thinking and designing for technology in relation to their further early childhood examples
sustainability environment.
3 Technology education This chapter presents an Early childhood students should analyse
curriculum analysis of all the technology the technology content in the national
education curriculum Early Years Learning Framework and,
documents in Australia. where appropriate, the state early
childhood curriculum
are encouraged to expand recycled materials
how they develop design
briefs for technological
learning. Imagination,
creativity and sustainability
are considered.
5 Popular culture and children’s This chapter considers • Designing and running a classroom
technological childhood children’s experiences of restaurant
high technology at home
and how the commercial
sector influences choice and
children’s activities.
6 Assessing children’s This chapter gives details • Designing, making and performing
technological knowledge and on a range of assessment with puppets
capabilities techniques appropriate for • Designing with blocks
technology education.
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Preface • xvii
7 Cooperative technological This chapter details • Making cubbies

learning and biotechnology how children can work • DMA newspaper structures
cooperatively to create • Making straw towers
technological solutions. Issues • Bread-making
surrounding biotechnology
are explored.
8 Culturally framed technology This chapter examines the • Building a mia mia
cultural aspects of technology, • DMA a hat
and includes ways to • DMA a greeting card
incorporate Western, Eastern • Making music
and Indigenous perspectives
in the technology curriculum.
9 Teaching approaches: A This chapter considers the • Closed design brief: making a popcorn
framework for thinking about research into how teachers holder
technology pedagogy have incorporated technology • Design, build, test and evaluate a wind-
into their classrooms. It also powered device
focuses on a discrete approach • Making moisturiser and bath bombs
to teaching technology. • Designing a bug catcher and enclosure
10 Project approach: Engaging in This chapter introduces a • Dish stacker
technology holistically Community Project Approach • The ‘Nutcracker’ mask
(CPA). • Nature trail mosaic gateway
• Advent candles
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ACKNOWLEDGEMENTS
Developments in scholarly knowledge of technology education are only possible when researchers
have the space in their lives to analyse, reflect and apply intellectual energy to research. We wish to
acknowledge the support of our families and the universities (particularly Deakin University and
Monash University) within which we have worked. Freya Fleer-Stout and Rowan Fleer-Stout have
provided many opportunities for one of the authors to observe and reflect upon technological activity
they engaged in, noting many contradictions with the literature. Similarly, research funds and time
given by Monash University for the authors to engage in research activities, greatly assisted us with
the task of developing supporting material for the arguments presented in this book.
Many teachers and their children participated in the research we undertook in writing this book.
Individuals have been acknowledged in the relevant chapters. Special acknowledgement is made of
the students at Monash University, who videotaped many hours of teaching and produced reports
and programs from the quantities of data collected, which were used as support material for several
chapters in this book and are on the website. Many thanks to all the Monash University staff who
taught in this unit with one of the authors. A special thank-you to Julie Tylman from Pearson who, as
a supporter of our work, encouraged us to pursue our ideas to generate this innovative book. Finally,
acknowledgement of Sue Marsh and Susie Butler who double checked images in order to prepare the
manuscript and web images for publication.
Marilyn Fleer and Beverley Jane
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REVIEWERS
We gratefully acknowledge the input of many experts who contributed their thoughts and criticisms
to help improve the quality of this edition. We are indebted to the following academic reviewers:
INIT IAL CONCEPT REVI EW E R S

Colin Boylan, Charles Sturt University
Peter Albion, University of Southern Queensland
Rosie Thrupp, Central Queensland University
Jason Zagami, Griffith University
Wendy Giles, University of Canberra
Glenn Finger, Griffith University
Judy Warren, Edith Cowan University
Sue Wilson, Australian Catholic University
Richard J. Mantell, Edith Cowan University
Stephen Millan, Central Queensland University
CH AP TER REVI EWERS

Peter Albion, University of Southern Queensland
Christina Chalmers, Queensland University of Technology
Joanna Barbousas, Australian Catholic University
Donna Gibbs, Macquarie University
Glenn Finger, Griffith University
John Hedberg, Macquarie University
Denise MacGregor, University of South Australia
Howard Middleton, Griffith University
Judith Mulholland, Australian Catholic University
Jennifer Pearson, Edith Cowan University
Rosie Thrupp, Central Queensland University
Sue Wilson, Australian Catholic University
Mary Vajda, Edith Cowan University
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CHAPTER
1
THE NATURE OF TECHNOLOGY AND
TECHNOLOGICAL KNOWLEDGE
INTRODUCTION
The terms ‘technology’ and ‘technological literacy’ continue to be heard in many different forums (Bybee 2003;
Dugger 2003; Moreland, Jones, Milne, Chambers & Forret 2001; www.iteawww.org). Newspapers often feature
articles relating to technology. Many politicians associate economic success with technological products and
capabilities. Yet what do we really mean when we talk about technology and what constitutes knowledge
in technology education? This book brings together our research and the literature on technology education.
We invite readers to reflect critically upon this research by recording their reactions to the data and research
presented in each chapter.
Our aims in writing this chapter are for you to clarify the meaning of technology, to think about the people
behind various technologies, and to broaden your perspective of global issues related to technology so that
you can think about ways you might challenge children with appropriate technological tasks set in purposeful
contexts.
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2 • D es i gn a n d Te c h n o l o g y fo r C h il d r e n
Gathering data about ‘what is technology and technology education’

This book has been designed to be interactive, and you are invited to replicate the research presented
in the forthcoming chapters. In documenting research evidence, greater understandings will be
gained about the nature of technology education. You are encouraged to reflect critically upon the
‘Pedagogical Connections’ posed in each chapter. Try not to read on unless you have at least thought
about your views on the questions raised. By so doing, the text that follows will be more meaningful
and will provide a greater challenge for you.
WH AT I S TECHNOLOGY ?
PEDAGOGICAL CONNECTION 1.1
What is technology?
What do you understand by the term ‘technology’? What are your images, concepts and
feelings about technology in general and how does technology fit in with your life and
society as a whole?
The following is one student teacher’s response to this question. Were your views similar?
• Technology is everything we use around us—construction, clothing, tools, computers, machines,

medicines, etc.
• We couldn’t function as efficiently without technology, and probably wouldn’t have as much
leisure time.
• I have negative feelings with regard to the impact new technologies have had on the
environment.
• Technologies have contributed to the emancipation of women.
• It feels challenging and overwhelming when you don’t know how to use it.
T H E PEOPLE BEHI ND THE TE C HN OL OGY

Recently researchers have been interested in the connections between science, technology, engineer-
ing and mathematics (STEM). Making these connections highlights the work of technologists and has
implications for the nature of technological knowledge. The following narratives about technologists
shed light on how inventions come about and how technological products are developed.
Learning about technologists, their passions and their career milestones are relevant today because
technology is advancing at an alarming rate. We can learn a great deal from reflecting on the past and
looking at individuals who made a difference in their particular sphere. As technology teachers, we
can highlight for students the technologists behind the cutting-edge technologies (Jane 2008)—who
technologists are as people, and how they came up with some of their inventions.
Fleer 01.indd 2 11/10/10 12:43:24 PM

Chapter 1 T he Nature of T echnology and T echnologi cal Knowledge • 3
Because of Bill Gates’ vision of the personal computer, Microsoft became a leading company
and made him one of the richest men in the world almost overnight. He also visioned what was
to become the Internet revolution, and in 1996 he radically reinvented his company around the
Internet.
During Gates’ time as a student at Lakeside School in Seattle, the Mothers’ Club did some
fundraising to provide a terminal and computer time for students. Gates wrote his first software
program, for playing tic-tac-toe, when he was 13 years old. The computer was huge and cumber-
some and writing the program was slow because there was no screen with the computer terminal.
After typing the moves on a typewriter-style keyboard, Gates and his friends had to wait until
the results sluggishly emerged from a printer before they could decide on the next move. Gates
recalls:
A game of tic-tac-toe that would take thirty seconds with a pencil and paper might eat up most
of a lunch period. But who cared? There was just something neat about the machine. I realized
later that part of the appeal must have been that here was an enormous, expensive, grown-up
machine and we, the kids, could control it. We were too young to drive or do any of the other things
adults could have fun at, but we could give this big machine orders and it would always obey.
(Gates 1996, pp. 1–2)
In 1976 Steve Wozniak and Steve Jobs successfully launched Apple I, yet neither of them
had a university degree. They began a business in Jobs’ garage bringing the computer to market.
Wozniak describes himself as a natural risk taker and ‘just a good engineer, doing what I was
meant to do in life’ (Wozniak, cited in Leyden 2008, p. 101). Since leaving the company in
1987, he has taught for eight years in primary schools, written an autobiography, developed and
brought to market the first universal TV remote control, and helped float a technology devel-
opment company. He says he is only interested in technology for the masses, and believes that
anyone can be a technologist. However, he advises would-be entrepreneurs against starting a
company with just a good idea, because the ability to build the technology is equally important.
Game pioneer Allan Alcorn, designer of the world’s first popular video game (in 1972), was a
junior engineer at Atari and his first task was meant merely to test his skills. However, the result was
Pong, an electronic table-tennis game that led the way for modern video games. In contrast to the
coin-operated pinball machines, Pong was a social game that required two players, and it was the first
game that appealed to young females. Alcorn said:
I enjoy talking about the early days of video games and the fun we had. Perhaps I
can inspire a young person to get involved in science and technology. Video games
are part of a worldwide culture and as such we need to understand where it came
from and where it is going. I hope that as a medium for entertainment it will add to
the public good. (Alcorn, cited in Parker & King 2008, p. 29)
Fleer 01.indd 3 11/10/10 12:43:24 PM

4 • D es i gn a n d Te c h n o l o g y fo r C h il d r e n
The above examples relate to information technology. When materials technology is the focus, it soon
becomes apparent that science and technology often overlap. There are different types of engineers
that frequently test materials to determine which are most suitable for the realisation of their designs.
The new field of biomimetics, which mimics designs in nature, points to future engineering.
The narrative of the founder of the product Velcro, George de Mestral, is a good starting point for
a discussion of biomimetics. He was trained as an electrical engineer, and was fond of hunting in the
lower slopes of the Jura Mountains in Switzerland. De Mestral’s grandson said: ‘Everyone remarked
that he was often lost in his own world. In that “own world” of his he was on the lookout for fasteners’
(Forbes 2006, p. 94). De Mestral was motivated by the frustration of trying to fasten the hooks and
eyes on his wife’s evening dresses. Not wanting to be late for social functions, he thought that there
must be a better method of fastening garments. In 1948, after one of his hikes, he was examining the
burs that he had plucked from his pants and his dog’s coat, and found that their spines were tipped
with tiny hooks. This observation sparked his invention of Velcro (Mueller 2008).
Fashion designers did not adopt his product until later, when nylon became available after the
end of World War II (although it had been invented in 1937). Early applications of Velcro were used
in the first artificial heart surgery. Another early user of the hook-and-loop construction that grips
instantly, but with a tug lets go, was NASA, which incorporated Velcro in the space boots worn by
the astronauts in the Moon exploration missions. The Apollo astronauts also wore gloves with Velcro
tabs so they could latch down loose items when in zero gravity. The original patent was filed in 1951
and the product came to market in 1955.
The progression from the hook-and-loop fastener to gecko adhesion shows the size reduction
in nanostructures. Designers are currently exploring the unique features of the gecko’s toes, each of
which has 6.5 million spatula-tipped hairs that adhere to surfaces, enabling the gecko’s gravity-defying
locomotion across walls and ceilings. The team, consisting of Mark Cutkosky (roboticist), Sangbae
Kim (designer), Bob Fuller (expert in animal locomotion) and Kellar Autumn (a world authority on
gecko adhesion), developed Stickybot, a 500-gram robot, using a shape deposition manufacturing
(SDM) process. Designers hope that one day Stickybot may have search-and-rescue applications.
Cutkosky said:
I’m trying to get robots to go places where they’ve never gone before. I would like
to see Stickybot have a real-world function, whether it’s a toy or another applica-
tion. Sure, it would be great if it eventually has a lifesaving or humanitarian role …
(Cutkosky, cited in Mueller 2008, p. 86)
The narrative of Andrew Parker (evolutionary biologist and leading proponent of biomimetics)
shows how he is applying designs from nature to solve problems in engineering, materials science
and medicine. For example, he investigated iridescence in butterflies and beetles, and antireflective
coatings in moth eyes, that led to brighter screens for cellular phones (Mueller 2008). ‘Biomimetics
brings in a whole different set of tools and ideas you wouldn’t otherwise have’, says materials scientist
Michael Rubner of Massachusetts Institute of Technology (MIT), where biomimetics has entered the
curriculum (Mueller 2008, p. 74).
Fleer 01.indd 4 11/10/10 12:43:25 PM

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for Children (3e)

DESIGN AND TECHNOLOGY FOR CHILDREN

Design and technology education is now an established field of study in

Fleer 00.indd i 11/10/10 1:48:00 PM

Fleer 00.indd ii 11/10/10 1:48:02 PM

MARILYN FLEER AND BEVERLEY JANE

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Acquisitions Editor: Julie Tylman

National Library of Australia

Author: Fleer, Marilyn.

Dewey Number: 372.358044

C H A PTER 1 THE N ATUR E OF TECHN OLO GY AN D T E CHN O LO GICAL K N O W LE DGE 1

C H A PTER 2 CHILDR EN ’S EXP ER IEN CE S O F T E CHN O LO GY: FU T U RE S T HIN K IN G AN D

C H A PTER 3 TECHN OLOGY EDUCATION CU RRICU LU M 70

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C H A PTER 4 CR EATIVITY AN D DESIGN 82

C H A PTER 5 P OPULAR CULTUR E AN D CHILDRE N ’ S T E CHN O LO GICAL CHILDHO O D 98

C H A PTER 6 ASSESSIN G CHILDR EN ’S T E CHN O LO GICAL K N O W LE DGE AN D CAP AB ILIT IE S 117

C H A PTER 7 COOP ER ATIVE TECHN OLOGICAL LE ARN IN G AN D B IO T E CHN O LO GY 134

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C H A PTER 8 CULTUR ALLY FR AMED TE CHN O LO GY 164

C H A PTER 9 TEACHIN G AP P R OACHES: A FRAME W O RK FO R T HIN K IN G AB O U T T E CHN O LO GY

C H A PTER 10 P R OJECT APPR OACH: EN GAGIN G IN T E CHN O LO GY HO LIS T ICALLY 210

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D ESIGN F EATURES OF THE BOOK

• children have a sense of purpose for working

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WAYS TO USE THE BOOK

Table 1 Chronological sequence (12-week semester with 2 or 3 weeks of field placement)

Teaching children: Design briefs

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Teaching children: Design

5 2 Children’s experiences This chapter helps students • Designing and creating a

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6 6 Assessing children’s This chapter gives details • Provide alternative examples

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Teaching children: Design briefs

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7 Cooperative technological This chapter details how • Making cubbies

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Teaching children: Design briefs and

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7 Cooperative technological This chapter details • Making cubbies

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Marilyn Fleer and Beverley Jane

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INIT IAL CONCEPT REVI EW E R S

CH AP TER REVI EWERS

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Gathering data about ‘what is technology and technology education’

• Technology is everything we use around us—construction, clothing, tools, computers, machines,

T H E PEOPLE BEHI ND THE TE C HN OL OGY

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