A competent education in technology and design, thoroughly examines and declares the boundary of a project's scope. Credible Design and Technology projects experiment with/or model ideas to discover and simulate potential solutions that 'should' work in the intended context. It places due weight on determining contextual risk and key indicators or drivers that need to be accommodated for a technology development to claim success or undertake an appropriate evaluation.
Common to all technological knowledge is the ability to understand the properties and sustainability of the material resources we grow, shape, consume, and transform. A developed knowledge of materials facilitates good choices in design. Such knowledge helps guide what tools or fixture/assembly methods are required to assure an applied idea works in its intended context.
The Tree-with-Binary-code icon, reminds us that
All types or 'forms' of technological knowledge include a logical combination of materials, tools, and agency. We refer to these aspects of technologies as the minimum elements of their form. When these 'elements' are combined (with one class of material involved) and applied to a specific purpose and context, a technacy genre may be identified.
A deep and enriching education in any genre of technology recognises the core role that knowledge, creative drive, and practical skills play in technological problem solving. The learner (as the agent of design) also brings to the process organisation, values and communication capability to achieve project outcomes that work in context.