Perceptions about Technology Held by Primary Teachers in England

Abstract

Abstract Between 1992 and 1994, a picture quiz and writing/drawing activity were administered to three samples of 142 primary teachers in English schools, in order to explore their perceptions of technology. Interviews were also carried out with 13 teachers from six of the schools. The perceptions held by primary teachers ranged from technology as the application of science to designing and making artifacts. Many teachers appeared to be confused about the relationship between the National Curriculum view of technology and that held by general society, with the effect that they are thinking increasingly of technology solely in the school context. Consequently there is an over‐emphasis on model‐making in the classroom. Additionally, teachers were confused about the distinction between technology and science in a way that may be detrimental to both subjects.