1. Implementation of Design and Making, Interdisciplinary Integration, and Creativity in Technology Education Curriculum
Kuang-Chao Yu, Kuen-Yi Lin
Department of Industrial Technology Education
National Taiwan Normal University

2. Introduction
Technology education in Taiwan is called Living Technology and was combined with Science as a new learning field called “Science and Living Technology.”

3. Introduction (Cont.)
The mission of Science and Living Technology is to develop students’ competency in:
the process of skill
the cognition of science and technology
the nature of science
the development of technology
the attitude of science
the intelligence of thinking
the application of science
design and making

4. New Directions in Living Technology
Design and Making
Interdisciplinary Integration
Creativity

5. Design and Making
The exemplar of Design and Making

6. Interdisciplinary Integration
Science and Living Technology were separated subject before 2000, but now were in an integrated learning subject.
Science/Technology/Society (STS) and Mathematics/Science/Technology (MST) approaches become the two most often used within the professionals.

7. Interdisciplinary Integration (Cont.)
The authors have developed a web-based MST learning system which contains four learning sections:
Principles of MST learning area
Simulations of MST learning area
Hands-on learning area
Multimedia assessment area

8. Web page showing MST learning map
Students can learn “the structure of airplane,” “the concept of technology,” “the principle of science,” and “the principle of mathematics” in this area.

9. Simulations of MST learning area
Students can change three different variables of “the material of glider,” “the ratio of airfoil to airframe,” “the form of airfoil,” and finally examine the result from simulation.

10. Hands-on learning area
Steps of teaching students how to make a glider.

11. Creativity
Technology is a kind of expression of human creativity (Michael, 2001).
Peterson (2002) thinks that creativity is related to technology closely; that is, many technological products are under the impression of qualifying with creativity in our daily life.

12. The Technology Competition in Taiwan
History of Technology Competition
The origin of Technology Competition came from “Industrial Arts Product Exhibition” in 1976.
The “Industrial Arts Competition” for the junior high school was formally held in 1981.

13. The Technology Competition in Taiwan (Cont.)
With the paradigm shift from Industrial Arts to Technology Education paradigm, the Industrial Arts Competition was renamed to “Technology Competition.”
The purpose in this Technology Competition is to guide our students to make the link between “design and making” activity and the term “technology”, because many of them think that technology concerns only modern hi-tech electrical devices.

14. The Technology Competition in Taiwan (Cont.)
2003 Taipei Technology Competition in Taiwan
The topic for the 2003 Taipei Technology Competition is “Creative design in classification.”
Students work in teams of three.
Each team has to use the materials provided by the convention to design and make a device that can divide the plastic beads (with two different weights and size) into two receivers on the base of two planks within a certain time.
The device was tested and evaluated under three items: portfolio (20%), creativity (40%), and function (40%).

15. The Technology Competition in Taiwan (Cont.)
Competition device

16. The Technology Competition in Taiwan (Cont.)
The First Prize Work in 2003

17. Conclusions Students like to generate ideas
Hands-on project is the core of technology education
Design process is important
Need to develop student’s creativity

18. Thanks for your attention!
Kuang-Chao Yu:
Kuen-Yi Lin: