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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Technology Subjects Pedagogy 1
Module Code TT08001
School 79
Module Co-ordinatorSemester 1: Charlotte Holland
Semester 2: Charlotte Holland
Autumn: Charlotte Holland
Module TeacherNo Teacher Assigned
NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Repeat Assignment: Technology Subject Pedagogics Portfolio to include; Health and Safety audits, Logistics planning, Technology Education pedagogical design intent, Topic and task analyses, Techniques and methods for assessing technological capability and literacy.

This module supports the students in planning for teaching specifically in technology classroom environments. In planning for context and situation, students will focus on developing and using planning tools (task and topic Analyses, workshop matrices, on-going process sheets, working drawings, risk matrices, and health and safety materials) to help organise and structure learning activities. The precision in planning allows for focused reflection and for students to concentrate on the effectiveness of practice in a complex and dynamic teaching and learning environment. Reciprocal teaching methodologies will be used to engage students in peer demonstrations, constructive critique, and refining of pedagogical practices as they apply to the practical classroom. Understanding the complexity and dynamics of a practical classroom will build confidence in their capacity to enable learning prior to the initial school placement. The principles underpinning Universal Design for Learning within technology, engineering and graphics education will be introduced.

Learning Outcomes

1. Identify the relationships between theory and practice in design based education, qualifying classifications of declarative, conceptual, procedural, causal, and conditional knowledge.
2. Define the role of reflection within design based tasks appropriate to the stage of development.
3. Identify and integrate analogy, metaphor, simile and examples as appropriate to support pupil comprehension.
4. Devise a set of teaching activities for the strategic approach to the development of design and craft skills from imitation through to naturalisation.
5. Demonstrate awareness of the potential safety risk when teaching a technology class at post-primary level.
6. Consider the characteristics of an effective teacher-pupil relationship.
7. Demonstrate links with other subject disciplines and relate new concepts and principles to real life applications as part of a strategic pedagogical approach.
8. Consider individual student needs within the technology classroom (e.g., gifted students, students with learning difficulties, students with physical difficulties) within the frame of universal design for learning
9. Demonstrate a capacity to effectively communicate using and in conjunction with digital and static media (projectors, models, white/black boards, etc).
10. Build appropriate learning aids to scaffold conceptual, experimental, experiential, and reflective opportunities.
11. Create relevant models for communicating technological concepts (board drawings, physical models etc.)

Workload Full-time hours per semester
Type Hours Description
Tutorial48Classroom based
Independent Study77Independent Learning
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Indicative Content
Within the context of the Junior Cycle Applied Technology, Engineering and Graphics syllabi, students will be taught about planning generally (defining aims and objectives, lesson planning, planning a scheme of work, planning for progression, and task and topic analysis), and subject specific planning (prescribed project design, design of project based learning, planning for design based learning, methods of evaluation, identification of qualities and differentiation between qualities). This module places a particular emphasis on health and safety as the typical environment for technology subjects is lab based. There is therefore a particular focus on workshop logistics, auditing tools, risk identification, assessment and control measures. Finally, students will work on presenting material and explaining concepts within technology classrooms, and will therefore consider demonstration techniques, attention span, communication, scaffolding, visual aids, physical resources, supporting and applied activities through strategies such as analogy, metaphor, simile, differences and examples, self and peer audit, synthesis, and reflection for improvement. Students will also be introduced to key principles in Universal Design for Learning.

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
AssignmentTechnology Subject Pedagogic Portfolio50%n/a
AssignmentLogistical Planning & Health and Safety report25%n/a
AssignmentPresentation of Unit of Learning and Sample Lesson25%n/a
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List

  • Owen-Jackson, G.,: 2007, A Practical Guide to Teaching Design and Technology in the Secondary School. Psychology Press. ISBN 9780415423694 ISBN-13 0415423694,
  • de Vries, M. (Ed.).: 2018, Handbook of technology education. Switzerland: Springer International Publishing.,
  • Williams, P., Jones, A., Buntting, C.,: 2014, The Future of Technology Education. Springer. ISBN 9789812871701 ISBN-13 9812871705,
  • Petty, G.: 2009, Evidence based teaching: A practical approach. Oxford, UK: Oxford University Press.,
  • Petty, G.: 2014, Teaching today: A practical guide. Oxford, UK: Oxford University Press.,
Other Resources

Programme or List of Programmes
BEDTEGBachelor of Education - TEG Post Primary

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