An Effective Introduction to Technology and Design in Norwegian Primary Education

Oct 15, 2026

An Effective Introduction to Technology and Design in Norwegian Primary Education explores how young pupils can receive an effective introduction to technology and design in Norway. Using case studies from five classes in two schools, the article examines a first T&D project at grades 1–2 focused on air rockets. It discusses technological literacy, design, motivation, teaching, and assessment, while noting the limited sample size and the learners’ enthusiasm for designing and making artefacts.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Abstract

Introduction

Knowledge Promotion (KP06)

Role of technology and design (T&D)

Aims

Literature review

An Effective Introduction to Technology and Design in Norwegian Primary Education Dr Pål J. Kirkeby Hansen, Professor, Faculty of Education and International Studies, Oslo University College RESEARCH Abstract How can young pupils get An effective introduction to technology and design at the primary level in the Norwegian context? This question is highlighted with examples based on case studies at five classes in two schools doing their first technology and design project at grades 1 or 2 (age 6-8 years) . The project was about air rockets. The discussion in this article covers five aspects of introducing technology and design at the primary level: technological literacy, design, motivation, teaching and assessment. The discussion is based on a very small sample. That is not a safe basis for drawing general conclusions about what the best introduction of technology and design education might be. There are of course many different effective ways of introducing technology and design education. Most of the pupils reached the actual curricular competence aims. The designing process and making process were interwoven and the pupils were eager to take their initial idea directly to making at the cost of reflective thinking. It seems however, that this simple but spectacular project did develop interest and enthusiasm for designing and making artefacts. The discussion identifies several characteristics of An effective introduction. Key words technology, design, primary education, teaching, learning Introduction The recent Norwegian national curriculum from 2006 is called Knowledge Promotion (KP06) (Norwegian Directorate for Education and Training (NDET), 2006a) . Technology and design (T&D) is a new main subject area in the Natural Science subject in primary and lower secondary education (NDET, 2006b): The main subject area technology and design covers several subjects, including natural science, mathematics and arts and crafts. Technology and design focuses on planning, developing and making products that are useful in our day-to-day lives. The interaction between natural science and technology is a key part of this main subject area. Natural science principles constitute the basis for understanding technological activities. (NDET, 2006b:3) T&D is not a subject on its own like for instance in England and Sweden. The subject Arts and Crafts has two main subject areas relevant for interdisciplinary work in T&D, namely Design and Architecture (NDET, 2006c:2) . Mathematics has no such areas, but “shows its usefulness as a tool when we work with technology and design”(NDET, 2006d:1) . Aims This article will discuss some crucial aspects for the introduction ofT&D at grades 1 and 2 in Norway based on case studies in five classes at two schools doing the same T&D project. The class teachers have all participated in a short introductory in-service course in T&D. Different introductory T&D projects were tried out and evaluated. The teachers wanted to take one of the projects into their classrooms when doing the very first T&D project. The aim for the research is to describe and evaluate this introduction ofT&D. Literature review During the 1980s and 1990s in several countries the technical curricula for compulsory education (woodwork, metalwork and textile craft, formerly separated for girls and boys (Rasinen, 2005)) were transformed to separate technology and craft curricula for both genders (for a deeper discussion see de Vries and Mottier, 2006) . In Norway the process started 10-15 years later with a pilot period from 1997, and was accomplished by the implementation ofKP06. Primary technology education varies between countries. The subject Design and Technology (D&T) in England and Wales has functioned asa model forT&D in the Norwegian curriculum (Bungum, 2003:32) . In the present curriculum for D&T in England (DfES, 1999), years 1 and 2 (age 5 to 7, Key Stage 1) the knowledge, skills and understanding are cen

FAQs

How does the article evaluate introducing technology and design at grades 1–2 in Norway?

It evaluates an introduction based on case studies from five classes in two schools that carried out the same first T&D project.

What theme is used in the first technology and design project described in the case studies?

The project is about air rockets, carried out by pupils aged 6–8 years.

Which aspects of introduction are covered in the article’s discussion?

The discussion covers technological literacy, design, motivation, teaching, and assessment, based on a small sample.

Oct 15, 2026

Uploaded by anakgang17