The International Journal of Technology and Design Education seeks to encourage research and scholarly writing about any aspect of technology and design education. Critical, review, and comparative studies are particularly prominent, as are contributions which draw upon other literatures, such as those derived from historical, philosophical, sociological or psychological studies of technology or design, in order to address issues of concern to technology and design education.

One of the most significant developments of recent years has been the emergence of technology and design education as an integral part of general education in many parts of the world. Its distinctive curriculum features are technological literacy and capability and it highlights the importance of `knowledge in action', of `doing' as well as `understanding'.

However, teaching technology and design as a component of general education is an emergent, rather than an established, practice and many questions remain to be answered. In addition to issues about the nature of technology itself, little is known about students' learning and teachers' understandings of technology and about what it means to become more technologically capable. There are important issues about the preparation of technology teachers, the assessment of technological competence and the relationship of technology to other curriculum elements, notably science. There are also significant policy questions relating to the practice and rationale of curriculum change.

Editor-in-Chief:
Marc J. de Vries
Delft University of Technology, The Netherlands
Founding Editor:
John Heywood, Trinity College Dublin, Ireland
Editorial Board:
Piet Ankiewicz, University of Johannesburg, Auckland Park, RSA; Stephanie Atkinson, University of Sunderland, UK; Moshe Barak, Ben-Gurion University of the Negev, Israel; Berit Bungum, Norwegian University of Science and Technology, Norway; Chi-Cheng Chang, National Taiwan Normal University, Taiwan; Dennis Cheek Ewing Marion Kauffmann Foundation, USA; John Dakers, University of Glasgow, UK; Jenny Daugherty, Purdue University, USA; Martin Fislake, Universitat Koblenz-Landau, Germany; Wendy Fox-Turnbull, University of Canterbury, New Zealand; Bev France, University of Auckland, New Zealand; Jacques Ginestié,Technopôle de Château Gombert, Marseille, France; Ian Spurway Ginns, Australian Catholic University, Australia; Jonas Hallström, University of Linköping, Sweden; Grietjie Haupt, University of Pretoria, South Africa; Ann-Marie Hill, Queen's University, Canada; Marie Hoepfl, Appalachian State University, USA; Magnus Hulten, University of Linköping, Sweden; Åke Ingerman, University of Gothenburg, Sweden; Stephen Keirl, Goldsmiths, University of London, UK; Anette Kolmos, Aalborg University, Denmark; Eila Lindfors, University of Turku, Finland; Ingelore Mammes, University of Duisburg-Essen, Germany; Susan McLaren, University of Edinburgh, UK; David Mioduser, Tel-Aviv University, Israel;Michael deMiranda, Colorado State University, USA; Bill Nicholl, University of Cambridge, UK; Jeremy Pagram, Edith Cowan University, Australia; Sule Pektas, Bilkent University, Turkey; Philip A. Reed, Old Dominion University, USA; John Ritz, Old Dominion University, USA; Niall Seery, University of Limerick, Ireland; Maria Svensson, Gothenburg University, Sweden; Chak-Yin Tang, The Hong Kong Polytechnic University; Juliette Walma van der Molen, University of Twente, Netherlands; John Wells, Virginia Tech, USA; John Williams, Curtin University, Australia