Abstract
Technological activity, taken in a broad craft sense, is not new to primary schools. What is new is its organisation as a serious curriculum subject in which pupils are expected to make valuable progress. Arguing about technology-as-education must include some understanding of what it can offer of wide value to successful students. Unfortunately those who have carried out empirical research in the field of primary technology have been unable to specify what such valuable progression might look like. There are just two rather limited sources of information relevant to development and progress in technology — cognitive psychology and teacher action research. Neither of these is easy to use as they stand because they are either unconnected with the act of teaching, or on a very small and personal scale. However this paper argues that, taken together, they are beginning to show that teaching has valuable and specific tasks to carry out, which can help pupils make recognisable progress in primary technology.
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