Introduction

Technology capability is acquired through the two profile components of design and technology and information technology. If students are to fully develop this capability, technology requires an overt input from five distinct subject areas: art and design, business studies, craft design and technology (CDT), home economics and information technology. It is essential that these subjects form a collegiate working relationship to plan, organise and deliver a technology curriculum unified by the design process. In this way, we can deliver technology capability in an effective manner as well as capitalise upon the breadth of professional expertise present within schools.

The successful implementation of technology represents a major professional challenge to all teachers of the subject. The six years since the Orders came into force, together with the recent revision of technology, have emphasised that current practice forms but the basis for the further implementation and future development of the subject; adjustments, modifications and changes are as much a part of the evolution of technology as a subject as they are a part of the technological design process.

It should be remembered that some of the contributors to technology have inputs to make to the wider school curriculum. Art has a significant role outside technology but can contribute to the planning and delivery of the subject. Business Studies can contribute to both technology and the cross curricular theme of Economic and Industrial Understanding. CDT can play a key role in technology. Home Economics is a rich cross curricular subject which can contribute not only to technology but also to science and the cross curricular themes of Citizenship and Health Education. Information Technology contributes many elements to technology yet should not be seen as outside of any one subject, and, indeed, as an essential part of most subjects.

The effectiveness of the technological experiences provided will be depend upon the ability of staff to work together as a team. Regular and frequent meetings, both formal and informal, will present opportunities to air and evaluate new and tried ideas and strategies. It will be through a process of evaluation and re-evaluation that the technological learning experiences offered will best evolve.