The 21 st Century Technology Teaching

The 21st Century Technology Teaching Lesley Pearce Technology National Coordinator Team Solutions Auckland University www.technologynz.wikispaces.com

Learning intention • To inquire into our existing teaching practices with the purpose of ensuring we are meeting the needs of the 21st century learner

Preparation for the 21st Century will require not only the traditional academic content that we measure today but also new skills and new knowledge.

a curriculum that sets out what we want students to know and to be able to do • Our population has become increasingly diverse, technologies are more sophisticated, and the demands of the workplace are more complex. Our education system must respond to these and the other challenges of our times.

The New Zealand Curriculum • is a clear statement of what we deem important in education. It takes as its starting point a vision of our young people as lifelong learners who are confident and creative, connected, and actively involved. It includes a clear set of principles on which to base curriculum decision making. It sets out values that are to be encouraged, modelled, and explored. It defines five key competencies that are critical to sustained learning and effective participation in society and that underline the emphasis on lifelong learning.

The challenge “…now is to build on this framework, offering our young people the most effective and engaging teaching possible and supporting them to achieve to the highest of standards.”

What is your vision for the 21st Century learner? Who are they? How do they learn?

Group activity: develop a brainstorm of the 21st century learner use images and words So what does a 21st century environment look like?

NZC’s vision Students: • who will be creative, energetic, and enterprising • who will seize the opportunities offered by new knowledge and technologies to secure a sustainable social, cultural, economic, and environmental future for our country • who will work to create an Aotearoa New Zealand in which Māori and Pākehā recognise each other as full Treaty partners, and in which all cultures are valued for the contributions they bring • who, in their school years, will continue to develop the values, knowledge, and competencies that will enable them to live full and satisfying lives • who will be confident, connected, actively involved, and lifelong learners.

YouTube video of Students Today • http://youtu.be/_A-ZVCjfWf8

Activity: Effective pedagogy • On right hand side of the brown sheet brainstorm what do we teachers need to do in our teaching in order to allow and prepare the students of tomorrow

A 21st century culture • Students should be engaged in relevant and contextual problem- and project-based learning designed to develop 21st century skills and provided using a multi-disciplinary approach. Curriculum should apply to students’ current and future lives • schools should create a culture that supports and reinforces innovation for student learning and leverages the creativity and ingenuity of every adult and student to solve their unique problems

Effective pedagogy • create a supportive learning environment • encourage reflective thought and action • enhance the relevance of new learning • facilitate shared learning • make connections to prior learning and experience • provide sufficient opportunities to learn • inquire into the teaching–learning relationship.

Teaching as Inquiry

Teacher actions promoting student learning • What have you done in the last year to change your practice and what was the impact of your teaching on your students?

Have you gone from this…………………… to this?

Personal Inquiry into your pedagogy • Complete individually the chart on effective pedagogies

21st century learning and schools is not about going back. Its about moving forward. It is imagining a future. Heather Fansher May 2011

Those who believe that good teaching is good teaching, regardless of technology, are partially right; however, technology is a tool that can make good teaching great.

SugataMitra: The child-driven education • Education scientist SugataMitra tackles one of the greatest problems of education -- the best teachers and schools don't exist where they're needed most. In a series of real-life experiments from New Delhi to South Africa to Italy, he gave kids self-supervised access to the web and saw results that could revolutionize how we think about teaching.

Education is a self-organizing system, where learning is an emergent phenomenon.” (SugataMitra)

Literacy Learning intention • To share a few literacy strategies that Technology teachers can use to develop student literacy

Literacy: Why is it so important in Technology? • To be successful, students need to demonstrate a variety of literacy skills in order to convey their skills, knowledge and understandings of the content

Deliberate attempts at teaching literacy • Teachers need to be able to use a range of deliberate acts of teaching in flexible and integrated ways within literacy-learning activities to meet the diverse literacy learning needs of our students. • These deliberate acts include modelling, prompting, questioning, giving feedback, telling, explaining, and directing.

By incorporating literacy strategies into units of work, students will have the opportunities to develop literacy skills within the context of the subject. It is important to remember that we are all teachers of literacy within our own subject

Literacy skills required in Technology

Resource from Nike nails it - a shoe with socks appeal By Matt Townsend

Innovation began..Vibram Five Fingers inspired by the barefoot phenomenon

Continuous text first? • Nike's latest running shoe got its start when designers tried to solve a longstanding request from athletes: make shoes as comfortable as socks. "We think a lot about what-ifs," said Ben Shaffer, studio director of Nike's so-called innovation kitchen. "This was a what-if. What if we made sock shoes?" Nike had tried bringing sock attributes to shoes before, starting in the 1980s with a flimsy mesh sneaker called the Sock Racer. More attempts followed, and while offering comfort, they were insufficiently durable for running and other sports. The world's largest sporting-goods maker now says it has the solution with Flyknit, a 5.6-ounce (158g) running shoe made from synthetic yarn woven together by a knitting machine. Besides giving Nike an edge in the fast-growing lightweight running category, executives say the new weaving process could cut costs enough to move production outside Asia and one day allow anyone to personalise shoes to their exact specifications. "This is a complete game changer," said Charlie Denson, president of the Nike brand, on the Flyknit's debut in New York last month. The process cuts costs so much "that eventually we could make these shoes anywhere in the world, which makes things very interesting." Flyknit, which costs US$150 ($185) and hits US stores in July, is the latest product aimed at the minimalist running movement, whose devotees advocate lightweight shoes to reduce injuries. The lightweight category accounted for 30 per cent of the US$6.5 billion US running shoe market last year and was responsible for all of its 14 per cent growth, according to SportsOneSource, a research firm based in Charlotte, North Carolina. The lightweight Nike Free, originally a niche product when it appeared in 2004, is now the top-selling running shoe in the US, SportsOneSource said. It helped push Nike's North American footwear sales up 21 per cent to US$1.31 billion in the three months ended November 30. Running is Nike's biggest category, generating US$2.8 billion in annual global sales, about 50 per cent more than basketball and soccer. Those sales gains have coincided with a surge in Nike's shares, which have advanced 19 per cent in the past 12 months. Nike reached an all-time closing high of US$109.24 on March 5. The sock shoe project started four years ago with a prototype of a sock attached to a foam bottom. The concept got early support when chief executive Mark Parker, who joined Nike as a shoe designer in 1979, made one of his regular visits to the innovation kitchen at Nike headquarters in Beaverton, Oregon, and saw the sock. "I was going in to look at some other things, and it was sort of like, 'What's this?"' said Parker, whose design credits include a patent for Nike Air. "We got into it, and it was like 'Wow, this has huge potential'." The designers soon decided that in order to create a shoe that replicates a sock they had to mimic how a sock is made. Nike hired a team of computer programmers and engineers to take a machine used to knit sweaters and socks and re-engineer it to weave the upper part of a sneaker. Spools of coloured polyester yarn are fed into the 15-foot (4.5m) long machine, which weaves together the top of the shoe and creates a "second skin" with tiny synthetic cables knitted into the weave around the mid-foot for support. In a process the company calls "micro-level precision engineering", in-house software instructs the machine to minutely alter a shoe's stability and aesthetics. If the toe needs more stretch, the design can be digitally altered instantly to add Lycra-infused thread. For added strength in the heel, the computer can use multiple layers of yarn of varying thickness. Nike plans to patent the process. Unlike Nike's other shoes, there is no cutting out pieces and assembling them. The upper is made in one piece and then fastened to the sole. That makes production quicker with less labour and larger profit margins, Parker said. The process also fits into Nike's sustainability push because the amount of material wasted weighs as much as a sheet of paper. "If you think about shoemaking, it largely hasn't changed for decades, arguably centuries, because it's cut material that is sewn together," Parker said. "There is no more cutting and stitching with this. The most labour-intensive part of the footwear manufacturing process is gone from the picture." The manual work needed to attach pieces is the main reason sneakers are made in Asia's cheaper labour markets, according to Matt Powell, an analyst for SportsOneSource. Without that step, Nike could reduce production time by making shoes in the US and other major markets. Nike makes 96 per cent of its shoes in Vietnam, China and Indonesia, according to a public filing. "One of the critical issues our industry hasn't figured out is how to get products to market more quickly," said Powell. "The biggest time in the life cycle of getting a shoe to the US is the time it spends on a boat from Asia. If you could eliminate that, that's a huge chunk out of the time line." The flexibility created by cheaper, more automated shoemaking could eventually lead to a day when a person can visit a Nike store and have their foot scanned. The customer would be able to design the shoe by colour and style down to a single thread. The software would then use the information to make personalised shoes. "The potential for this is almost infinite," said Denson, who started as a Nike store manager in 1979. The impact of shoe weaving on Nike's bottom line will depend on whether it meets consumers' demands for performance and style, according to Sam Poser, an analyst for Sterne Agee & Leach in New York. Flyknit is also just one shoe at a company with about US$23 billion in annual sales, he said. Flyknit may help Nike boost gross margin, the percentage of sales left after costs of goods sold, which has narrowed for three straight quarters and is projected to decline for a fourth owing to rising labour and material costs. "The margins can be great, but if it doesn't sell they've got a problem," said Poser.

Or images? Flynit a NIKE innovation

Or You tube? • http://www.theverge.com/2012/2/27/2826596/nike-flynit-lightweight-shoe

Activities • Skim the article • Vocab barrier activity • Jigsaw reading

Nature of Technology Learning Intention • To develop a reliable, consistent moderation understanding across the region regarding Nature of Technology.

So what does it look like at level 2, 3 or 4? • Read the indicators • What are you doing to teach this strand? • How do you incorporate it into your units?

Characteristics of technological outcomes basically this strand is the philosophical strandof technology so student understandings related to this strand you can expect will be evidenced as much through their dispositions/attitudes tothings technology as it will be in hard evidence on specific aspects/understandings expressed by the achievement objectives and highlighted within the indicators of progression.

Characteristics of Technology • Students learn how technological outcomes have an impact on the world, how they have enhanced the capability of people and expand human possibility Teach • How products have changed over time • What effect technologies have had on society and/or the environment over time • How knowledge and skills supports technology

Teaching • teaching activities incorporated into units/programme that expose students to the understandings • evidence student understandings through: • discussion/interactions with (group and individual) • written evidence collected as a direct result of the activity • observation of their undertaking technologicalpractice • and/or portfolio evidence of undertaking tech practice • Do not need to cover all aspects of this strand in a one year programme - spread it over two years of student learning so that students are not over assessed and that what is attempted is manageable

Student work • Break up groups • 15 minutes to reach a common understanding of what level the student has reached. • Justify decisions with each other.

“If we teach today's students as we taught yesterdays, we rob them of tomorrow ” John Dewey

The 21 st Century Technology Teaching