Teaching Elements and Principles of Bridge Design - International ...

view projection (stick figures are
sufficient) or to record the process
photographically. Both methods have
benefits. If sketching the process, the
storyboard can be constructed from
the personal processes described
above. Photographically, a digital
camera or digital video camera can
easily record the step-by-step
process of each member. At this
point, the storyboard becomes a
design tool. The design group scours
the storyboard searching for
instances where a new product
would enhance or support the
process. For instance, the group may
find that an inconsistent placement of
the toothpaste causes frustration
among the people preparing to brush.
In this case, a storage device that is
designed to retain the toothpaste
(considering the variation in
toothpaste packages) and encourage
consistent placement of the toothpaste
may be a really innovative,
blockbuster of a new product idea.
The final step in the project may be
to build a model of the product idea
and test it at each group member’s
home. It is helpful to record the
results and compare this to the
storyboard. The model can be built of
foamcore, plastic sheet, or thin wood
panels as the goal is to test the idea,
not to produce the product. The
project could expand to include
prototyping the new product based
on the results of the test model and
also expand to include a short
production run to test on a larger
group of potential users/consumers.
Conclusion
Storyboarding is a valuable tool to
industrial designers and even more
valuable to industrial design students.
The technique encourages designers
to examine, analyze, conceptualize,
and communicate the different steps
that constitute the interaction of a
product to the person using it.
Storyboarding can help student
designers to better understand the
broad scope of product development
as well as the value of designing the
details while still considering the
overall objective for the product.
Kevin Reeder, IDSA,
is an assistant professor
in the
Industrial Design
Program at the
Georgia Institute of
Technology. He
can be reached via e-mail at Kevin.
reeder@arch.gatech.edu.
Get to Know an ITEA Member
Brian Lien
Technology Education Teacher, Princeton High School
Cincinnati, Ohio
What is your favorite thing about being a technology teacher?
My favorite thing about being a technology education teacher is being able to teach the
higher and lower achieving students in the same class and seeing them work together to
solve problems. I really enjoy seeing my students understand a math or science concept in a
way that they never had in their math or science class. Because I teach high school, I enjoy
watching the students grow and mature. As they become older and wiser, they delve deeper
into the classes they take. This gets me excited and helps me stay fresh with what I am teaching.
Why did you join ITEA?
I joined ITEA because, as a college student, I had a wonderful college professor who taught me that if I wanted to be
treated like a professional I had to act and dress like a professional. When I began teaching, I met several teachers who
were members of ITEA. Because of them, I became actively involved and took on leadership roles. I’ve benefited by
meeting many wonderful people. These people have become lifelong friends and valuable sources of information.
Please share your favorite teaching tip.
Good parental contact is the best teaching tip I can offer. Prior to the beginning of each class, I send a letter to my
students' parents informing them of my teaching philosophy, expectations, and classroom rules. I also tell my parents
that, if we work together, we will have a great year. I send home grades each week. I also send a postcard home once
a quarter highlighting something positive about their child. Because of this, I get great parental support.
Want to communicate with Brian? He can be reached at blien@princeton.k12.oh.us
THE TECHNOLOGY TEACHER • April 2005 11