Mr Steve Keirl

Steve Keirl explores technological and design literacy.

He works with undergraduate, postgraduate and in-service primary and secondary school teachers at the University of South Australia teaching in curriculum and Design and Technology.

He is a Researcher with the University’s Centre for Research in Education, Equity and Work (CREEW) and with the Hawke Research Institute for Sustainable Societies (HRISS).

In local, national and international settings, Steve has published extensively, led forums, and given invited papers and keynote addresses. He is an editorial board member and referee for two international research journals and four international research conferences.

Steve was Chair of the Technology Expert Working Group and later principal author for the Design and Technology Learning Area of the South Australian Curriculum Standards and Accountability Framework. He was a TaskForce member for the national Investigation into the Status of Technology Education in Australian Schools.

He collects washing-up brushes – which he uses in his work.

• Steve is interested in pedagogies that challenge and promote thinking and awareness about the designed and made world. He believes the field of Design and Technology, when well taught, has a key role in the education of every child and student. Thus, he particularly engages with the pedagogies of design, of ethics and of critique.

Membership:

• Australian College of Educators

• Australian Curriculum Studies Association

• Design and Technology Association (UK)

• Design and Technology Teachers Association (SA)

• International Technology Education Association

• Philosophy for Children Association (SA)

• World Education Forum

International Editorial Board Membership:

• Design and Technology Education: An International Journal

• The International Journal of Technology and Design Education

International Conference Proceedings Referee:

• The Design and Technology Association International Research Conference

• The International Conference of Technology Education Research

• The International Conference on Design and Technology Educational Research – (IDATER-Online)

• The International Pupils’ Attitudes Towards Technology (PATT) Research Conferences

Cert. Ed. (University of London)

B. Ed. (University of London)

M. Ed. (University of Tasmania)

• Steve’s research interests and doctoral studies include the relationships amongst ethics, curriculum, pedagogy, democracy and Design and Technology. These might be broadly summarised as ‘explorations of technological literacy’. Put differently, he is curious about a key issue, namely: while multiple technologies form such an essential part of our very being and existences, why then have we not a parallel education in, for, and about our designed technological lives?

Keirl, S., (2007), ‘Critiquing in a democratics of Design and Technology Education’ in Dakers, J.R., Dow, W.J. & de Vries, M. J., (Eds.) (2007), Teaching and Learning Technological Literacy in the Classroom: Proceedings of PATT 18 - International Conference on Design and Technology Educational Research, Glasgow.

Keirl, S., (2007), ‘Designing better worlds? Values for vision through primary Design and Technology Education’ in Benson, C. et al. (Eds), (2007), Ten Years On: Proceedings of the Sixth International Primary Design and Technology Conference, Birmingham, UK.

Keirl, S., (2007), ‘Designs on technological literacy’ (Guest Editorship) in Curriculum Perspectives: The Journal of the Australian Curriculum Studies Association, Vol.27, Number 3, pp.63-65, September 2007.

Keirl, S., (2007), ‘Discomforting the orthodox: four debates used to raise curriculum awareness and promote critical thinking in Design and Technology teacher education’, in Norman, E.W.L. & Spendlove, D., (Eds.), (2007), Linking Learning: Proceedings of the Design and Technology Association International Research Conference 2007, UK.

Keirl, S., (2007), ‘The politics of technology curriculum’, in (Ed.) Barlex, D., (2007) Design and Technology – For the Next Generation: A collection of provocative pieces, written by experts in their field, to stimulate reflection and curriculum innovation, Nuffield Foundation, UK.

Keirl, S., (2007), ‘’Within-it/without-it’ and the search for technological literacy’ in Curriculum Perspectives: The Journal of the Australian Curriculum Studies Association, Vol.27, Number 3, pp.77-80, September 2007.

Keirl, S. & MacGregor, D., (2007), ‘Ten Years of Primary Design and Technology Teacher Education in South Australia: more head, less hands, always with heart’, in Benson, C. et al. (Eds), (2007), Ten Years On: Proceedings of the Sixth International Primary Design and Technology Conference, Birmingham, UK.

Edwards-Leis, C. & Keirl, S., (2006), ‘Teaching Values Through Technology Education: a discussion of the challenges facing the teacher as professional gatekeeper’, in (Eds.) Middleton, H., et al. (2006) Values in Technology Education: Proceedings of the 4th Biennial International Conference on Technology Education Research, Griffith University, Qld.

Keirl, S., (2006), ‘Design and Technology Education: Whose design, whose education and why?’ in Design and Technology Education: An International Journal (2006), Vol 11, no 2., pp 20-30.

Keirl, S., (2006), ‘Ethical technological literacy as democratic curriculum keystone’ in (Ed.) Dakers, J.R., (2006), Defining Technological Literacy: Towards an epistemological framework, Palgrave Macmillan, Basingstoke.

Keirl, S., (2006), ‘On being International and the phenomenon of difference…’ (Guest Editorship) in Design and Technology Education: An International Journal (2006), Vol 11, no 2., pp 3-5.

Keirl, S. (2006), ‘The ultimate design question: “How should we live?” as catalyst for ‘visioning values’ in Design and Technology Education.’, in (Eds.) Middleton, H. et al. (2006) Values in Technology Education: Proceedings of the 4th Biennial International Conference on Technology Education Research, Griffith University, Qld.

Keirl, S., (2005), ‘A growing International Technology Education Research Conference – flavours to savour.’ In Design and Technology Education: An International Journal, Vol. 10, No. 2, pp 61-63.

Keirl, S., (2005), ‘Australia expects…skills, creativity, innovation and Nelsonian broadsides – design and technology education and blurry curriculum visions’, in Australian Curriculum Studies Association, (2005) Curriculum Conference, Blurring the Boundaries, Sharpening the Focus, Queensland. URL: http://www.acsainc.com.au/pages/aescn.php

Keirl, S., (2005), ‘Critiquing, Designing and Making in the Middle Years in Design and Technology Education – a commentary on the interplay’, in Australian Curriculum Studies Association, (2005) Curriculum Conference, Blurring the Boundaries, Sharpening the Focus, Queensland. URL: http://www.acsainc.com.au/pages/cdam.php

Keirl, S., (2005), ‘Review and Response: Design and democracy: speculations on the radical potential of design, design practice and design education’ (Book Review) in Design and Technology Education: An International Journal (2005), Vol 10, no 3., pp 61-67.

Keirl, S., (2004), ‘Creativity and Innovation: Business as usual or critical Design and Technology Education as usual?’ in (Eds.) Middleton, H., et al.(2004) Learning for innovation in technology Education: proceedings of the 3rd Biennial International Conference on Technology Education Research, Griffith University, Qld.

Keirl, S., (2004), ‘Creativity, Innovation and life in the lily-pond: nurturing the Design and Technology family while keeping the alligators fed - DATA International Keynote Address’ in The Journal of Design and Technology Education, Vol. 9, No. 3, Autumn 2004, pp145-160.

Keirl, S., (2004), ‘Critiquing and Designing as Keys of Technological Literacy: matters arising from the meeting’ in (Eds.) Middleton, H. et al. (2004) Learning for innovation in technology Education: proceedings of the 3rd Biennial International Conference on Technology Education Research, Griffith University, Qld.

Keirl, S., (2003), ‘Design and Technology curriculum dancing – a case of treading the light fantastic, under a bushel, with bow legs’, in (eds.) Dakers, J. R. & de Vries, M. J., PATT-13, Pupils Attitudes Towards Technology. Proceedings of the International Conference on Design and Technology Educational Research. Glasgow, Scotland.

Keirl, S., (2003), ‘Ethics and Technology Education: another ac-prac trap or an education for humanity?’ in (Eds.) Martin, G. & Middleton, H., (2003), Initiatives in Technology Education: Comparative perspectives, proceedings of the American–Australian Technology Education Forum, Technical Foundation of America and the Centre for Technology Education Research, Griffith University Queensland.

Keirl, S., (2003), ‘Plus ça change, plus c’est la même chose mit vorsprung durch technik; the concept of progress in relation to Design and Technology curriculum’ in (eds.) Norman, E.W.L. & Spendlove, D., (2003) Design Matters: Proceedings of the Design and Technology Association International Research Conference, Warwick, England.

Keirl, S. & McLaren, S., (2003), ‘Values in Design and Technology curriculum – a comparative analysis of two curricula’, in (eds.) Dakers, J. R. & de Vries, M. J., PATT-13, Pupils Attitudes Towards Technology. Proceedings of the International Conference on Design and Technology Educational Research. Glasgow, Scotland.

Keirl, S., (2002), ‘Against the provincialism of customary existence: issues arising from the interplay of ‘essential learnings’, Design and Technology and general education’ in (Eds.) Middleton, H. et al. (2002), Learning in Technology Education: Challenges for the 21st Century, Proceedings of the 2nd Biennial International Conference on Technology Education Research, Griffith University, Qld.

Keirl, S., (2002), ‘A moment in Design and Technology curriculum development as a component of educational reform’, in (Eds.) Pavlova, M. & Gurevich, M., (2002), Proceedings of 1st Biennial International Conference on Technology Education, Nizhny Novgorod, Russia.

Keirl, S., (2002), ‘Emergent technologies and their potential in the shaping of design and Technology curriculum’, in (Ed.) Norman, E.W.L., Proceedings of 1st Design and Technology Association International Research Conference, Coventry, UK.

Keirl, S., (2002), ‘Hedgehogs, foxes, a passing crow, and other ‘intelligent’ beings: explorations of the relationship between multiple intelligence theory and Design and Technology’ in (Eds.) Middleton, H. et al. (2002), Learning in Technology Education: Challenges for the 21st Century, Proceedings of the 2nd Biennial International Conference on Technology Education Research, Griffith University, Qld.

Keirl, S., (2002), ‘Opportunities for Technology Education in the context of globalisation’, in (Eds.) Pavlova, M. & Gurevich, M., (2002), Proceedings of 1st Biennial International Conference on Technology Education, Nizhny Novgorod, Russia.

Keirl, S., (2002), ‘The significance of choice in Design and Technology education’, in (Ed.) Norman, E.W.L., Proceedings of 1st Design and Technology Association International Research Conference, Coventry, UK.

Keirl, S., (2002), ‘What has ethics to do with Design and Technology education?’ in (eds.) Sayers, S., Morley, J. & Barnes, B, (2002) Issues in Design and Technology Teaching, Routledge, London.

Keirl, S., (2001), ‘As if Democracy Mattered… design, technology and citizenship or ‘Living with the temperamental elephant’’ in (eds.) Norman, E.W.L. & Roberts, P.H., Design and Technology Educational Research and Curriculum Development: The emerging international research agenda, Loughborough University, Loughborough, U.K.

Keirl, S., (2001), ‘Citizenship education? Not without a quality technology education it isn’t’ in (Ed.) Brennan, M., (2001), Education Futures and New Citizenships: Proceedings of the 10th Biennial conference of the Australian Curriculum Studies Association, 2001, ACSA, Deakin West, ACT.

Keirl, S., (2001), ‘Critical beginnings for Design and Technology Education – why and how might critiquing be a key component of children’s learning in the Early and Primary Years?’ in (eds.) Benson, C. et al. (2001), Proceedings of the Third International Primary Design and Technology Conference, Birmingham, UK.

Keirl, S., (2001), ‘Design and Technology and the five ‘Essential Learnings’ of a new curriculum framework’ in (Eds.) Norman, E.W.L. & Roberts, P.H., (2001), Proceedings of the International Conference on Design and Technology Educational Research and Curriculum Development, Loughborough University, Loughborough, U.K

Keirl, S., (2001), ‘Design and Technology Curriculum from Birth to Age 11: a new design to meet both local and global contexts' in (eds.) Benson, C. et al. (2001), Proceedings of the Third International Primary Design and Technology Conference, Birmingham, UK.

Keirl, S., (2001), ‘Parts, hearts and starts in Technology Education: What should it be? What could it be?’, Keynote Address to Technology Education Association of Victoria, in Technotes Journal, Vol 14, No. 2, Sep 2001.

Keirl, S., (2001), ‘Secondary Technology teacher education – an attempt to juggle markets, efficiencies and academic innovation in changing times’ in (Eds.) Norman, E.W.L. & Roberts, P.H., (2001), Proceedings of the 2001 International Conference on Design and Technology Educational Research and Curriculum Development, Loughborough University, Loughborough, U.K.

Keirl, S., (2001), ‘Technology Education: perpetrator of past problems or gadfly for favoured futures?' in (Ed.) Brennan, M., (2001), Education Futures and New Citizenships: Proceedings of the 10th Biennial conference of the Australian Curriculum Studies Association, ACSA, Deakin West, ACT.

Keirl, S., (2000), ‘An episode in technology curriculum refinement: it’s only another design brief…’ in (eds.) Roberts, P.H. & Norman, E.W.L., Proceedings of the International Conference on Design and Technology Educational Research and Curriculum Development, Loughborough, U.K.

Keirl, S., (2000), ‘Critiquing as a dimension of technological literacy’ in 1st Biennial International Conference on Technology Education Research 2000 Proceedings, Griffith University, Qld.

Keirl, S., (2000), ‘On being determined to design tomorrow today’, Keynote Address to the Australian Council for Education through Technology (ACET) Conference, January 2000, Canberra. URL: http://www.pa.ash.org.au/acetech/papers.htm

Keirl, S., (2000), ‘W(h)ither, and whose, values in technology education’ in 1st Biennial International Conference on Technology Education Research 2000 Proceedings, Griffith university, Qld.

Keirl, S., (1999), ‘Determining Technology education: knowing the orthodox, the interests, and the potential’ in (eds.) Johnson, B. & Reid, A., (1999) Contesting the Curriculum, Social Science Press, Sydney

Keirl, S., (1999), 'The fruits of Technological Literacy: Wild varieties or crops of mass production' in (eds.) Benson, C. & Till, W., (1999), Proceedings of Second International Primary Design and Technology Conference, Birmingham, UK.

Keirl, S., (1998), ‘The practise of ethics and the ethics of practice in technology education’ in (eds.) Smith, J.S. & Norman, E.W.L., Proceedings of the International Conference on Design and Technology Educational Research and Curriculum Development, Loughborough, U.K.

Keirl, S. & King, R., (1998), ‘Innovations in professional partnerships in pre-school – year 12 technology curriculum: a State model within a national and international context’ in (eds.) Smith, J.S. & Norman, E.W.L., Proceedings of the International Conference on Design and Technology Educational Research and Curriculum Development, Loughborough, U.K.

Keirl, S., (1997), 'Critical Practice in Design and Technology Education: Yarning or weaving?’ in Design and Education, October 1997:7:1:3-13

Keirl, S., (1997), ‘Technology Educators and their ‘Curriculum Drama’: why the profession must be more than mere performers’ in South Australian Educational Leader 8:3:Oct.1997:1-12

Keirl, S., (1997), 'We are what we use', in 2nd Biennial Conference Proceedings of the Home Economics Institute of Australia, April 1997, pp.125-130, HEIA, Macquarie, ACT.

I am able to provide media comment in the following areas of expertise:

Discipline: Education

• Design and Technology Education
• Technological Literacy
• Ethics & Technology Education
• Political Determinants of Technology Education
• Technology Curriculum
• Technology Education for P-12 Schooling