Technology in the New Zealand Curriculum

What does it look like in action?Teaching and Learning Conference North Otago Principals Association

September 26th – 28th 2010Cheryl PymNational Technology Professional Development FacilitatorUniversity of OtagoEducation Support Servicescheryl.pym@otago.ac.nz

"The filling was flavoursome, thick, cohesive and smooth with a full bodied texture that delivered a rich mouth-feel," Bremer said. "Heating the ingredients in the microwave was key to achieving a homogeneous easily spreadable filling that did not separate or go greasy when heated in the cheese roll."

Outcomes

• Explore the evolution of our understanding of curriculum and teaching of technology• Investigate aspects of the strands of technology • Explore innovative teaching in technology• Explore ways to inspire both teaching and learning in technology

Brought to you by….

The letter IInterest

Innovation

Inspiration

= Engagement

Kick start your thinking

In pairs use the following words to create a sentence within the frame of technology education

• Technology, innovation, products, informed, interest, relevance, design, learning, society, systems, technological, creators, consumers, decision making

Technology in the New Zealand Curriculum

What is technology about?Technology is intervention by design: the use of

practicaland intellectual resources to develop products andsystems (technological outcomes) that expand

humanpossibilities by addressing needs and realisingopportunities. Adaptation and innovation are at theheart of technological practice. Quality outcomes

resultfrom thinking and

The weird and wacky!Outcome 2

Level 3 technological knowledge• What is this productKey ideas• Materials have performance

properties that allow an outcome to function in a particular way

• There is a relationship between the attributes, performance properties and the nature of an outcome

Technical Subjects

Formulaic skills orientated approach•Engineering•Woodwork•Sewing•Cooking•Typing

Outcome 1 Where did we come from?

Design &Technology

Design based approaches

•Design technology – metal•Design technology – wood•Design technology – fabric•Design technology – food• ICT

Share your idea and win!If you have a great idea to make Wattie’s soup your own, we’d love to hear it. The best 10 ideas will each win a Wattie’s soup pack including two t- shirts, two tea towels, two soup bowls and six cans of Wattie’s Soup.

Authentic activity learning model

• Biotechnology• Electronics & Control• Food Technology• Production & Process• Structures & Mechanisms•Materials• ICT

Technology as a published curriculum (1995)

• Authentic activity model• Retains integrity of achievement objectives and strands• Experience and explore a wide range of technologies in a variety of contexts• Teaching for progression

Technology in the NZC ( 2007)

The conceptual statement

• New Zealand's most anticipated chocolate bar, Yellow Chocolate, hits supermarket shelves nationwide today. The launch campaign, which includes a TV commercial, via Colenso BBDO, signifies the end of a long road for Josh Winger, who accepted Yellow's mission to create the world's first yellow tasting chocolate bar using companies sourced only from Yellow, Books, Online, Mobile and Maps.

Attributes

• The taste of Yellow is hard to put your finger on, but it has a mixture of familiar flavours that blend together to create something entirely unique." However, he says that the final flavour tastes "yellow, fruity, zingy and sweet. When I tasted the Yellow Chocolate bar for the first time, I was actually stunned by how much it tastes like yellow.

Finding out

• "When researching flavours for the Taste of Yellow Chocolate, Winger drew inspiration from his travels around New Zealand, his favourite breakfast (French toast with maple syrup and banana) and his mum's desserts. His flavour testing road trip around New Zealand showed him most people preferred flavours like pineapple, banana and maple syrup over things like lemon and honey.

Technology in the NZC (MoE, 2007)Context for

learning

TECHNOLOGICAL LITERACY

A

A. Technological Practice• Brief Development

• Outcome Development and Evaluation

• Planning for Practice

C

C. Nature of Technology• Characteristics of

Technology • Characteristics of

Technological Outcomes

B. Technological Knowledge• Technological

Modelling• Technological Systems

• Technological Products

B

Knowledge• Context

specific

Skills• Context

specific

Technological Outcome

Technological Practice

.

Brief Developme

nt

Outcome Development

and Evaluation

Planning for

Practice

The Technological Practice Strand

Technological Practice

Brief Development

Resources

Impact Clients and

stakeholders

Locations

Purpose OutcomePlanning

Clients and stakeholders

Key attributesCurriculum Level 4 • Using attributes to explore physical and functional nature of an outcome

Key ideas• Attributes give a clear description of the nature of the intended outcome and give broad parameters around student practice and the development of outcomes• They are both physical, what it is made from and looks like, and functional , what it does

Issues or concerns

Presenting my ideasManaging

resourcesOpportunities or

constraints

Existing / historical outcomes

Me and my client

Skills and knowledge needed Location

s

Planning

Planning for practice

Outcome

Brief

Resources and stages of planning

Level 2 • Develop a plan that identifies key stages and resources

Key ideas• Recording and reviewing stages of action assists in sequencing of construction and planning forward

Level 2• identify and record

the key stages and resources required to produce their outcome• describe potential

outcomes, through drawing, models and/or verbally

Courtesy of Ministry of Education Beacon Practice materials

• describe what they have done

already and what resources have been used • explain what they are going to do next.

identify links between the physical and functional attributes (ie what it does and what it looks like) of particular technological outcomes

Courtesy of Ministry of Education Beacon Practice materials

Planning dice

Level 3 • Discuss and review resources and stages in the development of an outcome

Key ideas• Planning tools are used in various forms such as discussion and review of resources, planning and key stages to inform the development of an outcome

Brief

Outcome

Planning

Stakeholder feedback

Refining Conceptual

ideas

Evaluating

Testing and

trialling

Researching Technological

models

Aspects of outcome development and evaluation

Nature of Technology

.

Characteristics of Technology Viva la Visa!

Level 3• Changes in Society and outcomes and their interaction

Key ideas • technology, people and society interact and shape each other and the ways things change

Physical and functionalLevel 1• Characteristic of technological outcomesKey IdeasTechnological outcomes, both products and systems, are designed and created by people and have a physical ( what it looks like and made from) nature and functional ( what it does) nature

Level 3• Characteristic of technological outcomesKey ideas • relationship between physical and functional nature

of an outcome impacts on fitness for purpose

Technological Knowledge

.

What is modelling?

Level 1Developing understanding of what modelling is and that it is used to simulate reality

Key ideas Modelling is ( prototypes and functional models) used to test aspects of designs and simulate outcomes to communicate and test ideas and fitness for purpose

Which is modelling?Level 3Developing understanding of what different types of modelling used to gain evidence and inform decision making

Key ideas Modelling is ( prototypes and functional models) used to test aspects of designs and simulate outcomes to communicate and test ideas and fitness for purposeDifferent forms of modelling gives different types of informationEvaluations for fitness for purpose and prototyping informs final design and production

Techlink Webquest...

Technology from TKI links directly

to Techlink

Using the Indicators of Progression

Using the Teacher Guidance within the Indicators of Progression

Cubist Reflection