Goldsmiths - University of London

Context

The introduction of CAD was given a major boost by DATA’s launch of the CAD-in-schools initiative, providing schools with ProDESKTOP state of the art software. DATA and PTC (the software producers) recognised the need for research into the impact this new ‘tool’ would have on designing skills of learners and commissioned TERU to undertake a small-scale exploration of the impact of the CAD initiative on children’s designing and on the standards of work that could be achieved.

Focus

The evaluation was small-scale and intended to raise further research questions rather than to provide answers. To undertake the study we used three modes of enquiry:

• performance assessment, comparing learners’ responses to a design task using either CAD or more traditional paper and pencil;
• learner evaluations;
• teacher and learner interviews.

Outcomes

The first item of note was that paper and pencil performance was better than CAD, particularly in reflective areas and communication. It allowed learners to fluently iterate between thought and action, reflecting and annotating their designing as it progressed. Those working in CAD were caught up in technicalities and being driven by what the software could do, rather than by their own ideas. Learners liked ProDeskTop for enabling accurate, professional presentation of work and helping them visualise ideas but also found the instructions stressful and confusing. Teachers were overwhelmingly supportive of the initiative but felt the first level training focused too little on classroom practice. Interestingly, as training was cascaded by practicing teachers, this issue disappeared, as the training was mediated through classroom experience.