Questions concerning the introduction of micro-controller technology and creativity in D&T project work?

Our culture is underpinned by electronics technology and yet the number of students given the opportunity to study electronic technological concepts and apply these in design and make activities in secondary education is pitifully low. At the heart of the difficulties lie the inherent conceptual demands of electronics for both teachers and students. This paper explores new approaches to electronics education with exciting opportunities for creative work through a case study of two students on the Primary BEd Teacher training course at The Nottingham Trent University engaged in their final year D&T projects. One student used conventional electronics and the other a micro-controller approach. Both projects demonstrated exceptional outcomes but the approaches showed marked differences, which shed light on the difficulties of using electronics for D&T project work and the significance of knowledge, which can either help or hinder metacognitive processes.