Exploring perceptions and attitudes towards teaching and learning manual technical drawing in a digital age

Susan Valerie McLaren

    Research output: Contribution to journalArticle

    24 Citations (Scopus)

    Abstract

    This paper examines the place of manual technical drawing in the 21st century by discussing the perceived value and relevance of teaching school students how to draw using traditional instruments, in a world of computer aided drafting (CAD). Views were obtained through an e-survey, questionnaires and structured interviews. The sample groups represent professional CAD users (e.g. engineers, architects); university lecturers; Technology Education teachers and student teachers; and school students taking Scottish Qualification Authority (SQA) Graphic Communication courses. An analysis of these personal views and attitudes indicates some common values between the various groups canvassed of what instruction in traditional manual technical drafting contributes towards learning. Themes emerge such as problem solving, visualisation, accuracy, co-ordination, use of standard conventions, personal discipline and artistry. In contrast to the assumptions of Prensky's thesis (2001a&b) of digital natives, the study reported in this paper indicate that the school students apparently appreciate the experience of traditional drafting. In conclusion, the paper illustrates the perceived value of such learning in terms of transferable skills, personal achievement and enjoyment.
    LanguageEnglish
    JournalInternational Journal of Technology and Design Education
    Volume1
    Issue number1
    DOIs
    Publication statusPublished - 27 Feb 2007

    Fingerprint

    Drawing (graphics)
    Teaching
    Students
    school
    learning
    Values
    student
    architect
    qualification
    student teacher
    visualization
    engineer
    university teacher
    Group
    instruction
    Visualization
    questionnaire
    university
    communication
    Education

    Keywords

    • CAD
    • curriculum change
    • technical drafting
    • new technologies
    • learning
    • student attitude
    • curriculum

    Cite this

    @article{46167d14d0e14f35b29ba9943c34bbdb,
    title = "Exploring perceptions and attitudes towards teaching and learning manual technical drawing in a digital age",
    abstract = "This paper examines the place of manual technical drawing in the 21st century by discussing the perceived value and relevance of teaching school students how to draw using traditional instruments, in a world of computer aided drafting (CAD). Views were obtained through an e-survey, questionnaires and structured interviews. The sample groups represent professional CAD users (e.g. engineers, architects); university lecturers; Technology Education teachers and student teachers; and school students taking Scottish Qualification Authority (SQA) Graphic Communication courses. An analysis of these personal views and attitudes indicates some common values between the various groups canvassed of what instruction in traditional manual technical drafting contributes towards learning. Themes emerge such as problem solving, visualisation, accuracy, co-ordination, use of standard conventions, personal discipline and artistry. In contrast to the assumptions of Prensky's thesis (2001a&b) of digital natives, the study reported in this paper indicate that the school students apparently appreciate the experience of traditional drafting. In conclusion, the paper illustrates the perceived value of such learning in terms of transferable skills, personal achievement and enjoyment.",
    keywords = "CAD, curriculum change, technical drafting, new technologies, learning, student attitude, curriculum",
    author = "McLaren, {Susan Valerie}",
    year = "2007",
    month = "2",
    day = "27",
    doi = "10.1007/s10798-006-9020-2",
    language = "English",
    volume = "1",
    journal = "International Journal of Technology and Design Education",
    issn = "0957-7572",
    number = "1",

    }

    Exploring perceptions and attitudes towards teaching and learning manual technical drawing in a digital age. / McLaren, Susan Valerie.

    In: International Journal of Technology and Design Education, Vol. 1, No. 1, 27.02.2007.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Exploring perceptions and attitudes towards teaching and learning manual technical drawing in a digital age

    AU - McLaren, Susan Valerie

    PY - 2007/2/27

    Y1 - 2007/2/27

    N2 - This paper examines the place of manual technical drawing in the 21st century by discussing the perceived value and relevance of teaching school students how to draw using traditional instruments, in a world of computer aided drafting (CAD). Views were obtained through an e-survey, questionnaires and structured interviews. The sample groups represent professional CAD users (e.g. engineers, architects); university lecturers; Technology Education teachers and student teachers; and school students taking Scottish Qualification Authority (SQA) Graphic Communication courses. An analysis of these personal views and attitudes indicates some common values between the various groups canvassed of what instruction in traditional manual technical drafting contributes towards learning. Themes emerge such as problem solving, visualisation, accuracy, co-ordination, use of standard conventions, personal discipline and artistry. In contrast to the assumptions of Prensky's thesis (2001a&b) of digital natives, the study reported in this paper indicate that the school students apparently appreciate the experience of traditional drafting. In conclusion, the paper illustrates the perceived value of such learning in terms of transferable skills, personal achievement and enjoyment.

    AB - This paper examines the place of manual technical drawing in the 21st century by discussing the perceived value and relevance of teaching school students how to draw using traditional instruments, in a world of computer aided drafting (CAD). Views were obtained through an e-survey, questionnaires and structured interviews. The sample groups represent professional CAD users (e.g. engineers, architects); university lecturers; Technology Education teachers and student teachers; and school students taking Scottish Qualification Authority (SQA) Graphic Communication courses. An analysis of these personal views and attitudes indicates some common values between the various groups canvassed of what instruction in traditional manual technical drafting contributes towards learning. Themes emerge such as problem solving, visualisation, accuracy, co-ordination, use of standard conventions, personal discipline and artistry. In contrast to the assumptions of Prensky's thesis (2001a&b) of digital natives, the study reported in this paper indicate that the school students apparently appreciate the experience of traditional drafting. In conclusion, the paper illustrates the perceived value of such learning in terms of transferable skills, personal achievement and enjoyment.

    KW - CAD

    KW - curriculum change

    KW - technical drafting

    KW - new technologies

    KW - learning

    KW - student attitude

    KW - curriculum

    U2 - 10.1007/s10798-006-9020-2

    DO - 10.1007/s10798-006-9020-2

    M3 - Article

    VL - 1

    JO - International Journal of Technology and Design Education

    T2 - International Journal of Technology and Design Education

    JF - International Journal of Technology and Design Education

    SN - 0957-7572

    IS - 1

    ER -