Technology in the New Zealand Curriculum What does it look like in action?

1. Technology in the New Zealand Curriculum What does it look like in action? Teaching and Learning Conference North Otago Principals Association September 26th – 28th 2010 Cheryl Pym National Technology Professional Development Facilitator University of Otago Education Support Services cheryl.pym@otago.ac.nz

2. "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."

3. 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

4. Brought to you by…. The letter I Interest Innovation Inspiration = Engagement

5. 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

6. Technology in the New Zealand Curriculum What is technology about? Technology is intervention by design: the use of practical and intellectual resources to develop products and systems (technological outcomes) that expand human possibilities by addressing needs and realising opportunities. Adaptation and innovation are at the heart of technological practice. Quality outcomes result from thinking and

7. The weird and wacky!Outcome 2 Level 3 technological knowledge • What is this product Key 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

8. Outcome 1 Where did we come from? • Technical Subjects • Formulaic skills orientated approach • Engineering • Woodwork • Sewing • Cooking • Typing

10. Design &Technology • Design based approaches • Design technology – metal • Design technology – wood • Design technology – fabric • Design technology – food • ICT

11. 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.

12. Technology as a published curriculum (1995) • Authentic activity learning model • Biotechnology • Electronics & Control • Food Technology • Production & Process • Structures & Mechanisms • Materials • ICT

14. Technology in the NZC ( 2007) • 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

16. 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.

17. 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.

18. 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.

19. A. Technological Practice B. Technological Knowledge • Brief Development • Technological Modelling • Planning for Practice • Technological Systems • Outcome Development and Evaluation • Technological Products Technology in the NZC (MoE, 2007) Context for learning B A • Knowledge • Context specific • Skills • Context specific C C. Nature of Technology • Characteristics of Technology Technological Outcome • Characteristics of Technological Outcomes TECHNOLOGICAL LITERACY

20. Technological Practice .

21. The Technological Practice Strand Brief Development Planning for Practice Technological Practice Outcome Development and Evaluation

22. Locations Purpose Outcome Planning Resources Brief Development Impact Clients and stakeholders Clients and stakeholders

23. Key attributes • Curriculum 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

24. Planning for practice Presenting my ideas Managing resources Opportunities or constraints Me and my client Outcome Brief Skills and knowledge needed Planning Locations Existing / historical outcomes Issues or concerns

25. 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

26. 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

27. 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

28. 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

29. Aspects of outcome development and evaluation Technological models Researching Planning Brief Evaluating Outcome Refining Conceptual ideas Stakeholder feedback Testing and trialling

30. Nature of Technology .

31. 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

32. Physical and functional • Level 1 • Characteristic of technological outcomes • Key Ideas • Technological 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 outcomes • Key ideas • relationship between physical and functional nature of an outcome impacts on fitness for purpose

33. TechnologicalKnowledge .

34. What is modelling? Level 1 Developing 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

35. Which is modelling? Level 3 Developing 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 purpose Different forms of modelling gives different types of information Evaluations for fitness for purpose and prototyping informs final design and production

36. Techlink Webquest... Technology from TKI links directly to Techlink

37. Using the Indicators of Progression

38. Using the Teacher Guidance within the Indicators of Progression

39. Cubist Reflection