ABSTRACT
Traditional approaches to the teaching and learning of design and technology are becoming more difficult to sustain and the need to consider alternative strategies is becoming more urgent. A number of factors have contributed to the need to consider strategies intended to be more flexible and accommodating:
worsening staff-student ratios;
the need to provide an increasingly wide range of technological information at the relevant point of design development;
a belief that design students and teachers are entitled to relevant technological knowledge in a form which is appropriate to their needs.
