2. TECHNOLOGY IN THE NEW ZEALAND CURRICULUM 2007 What does it all mean? 1

3. Technology 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 practices that are informed, critical, and creative. 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 practices that are informed, critical, and creative. Technology makes enterprising use of its own particular knowledge and skills, together with those of other disciplines. Graphics and other forms of visual representation offer important tools for exploration and communication. Technology makes enterprising use of its own particular knowledge and skills, together with those of other disciplines. Graphics and other forms of visual representation offer important tools for exploration and communication. Technology is never static. It is influenced by and in turn impacts on the cultural, ethical, environmental, political, and economic conditions of the day. Technology is never static. It is influenced by and in turn impacts on the cultural, ethical, environmental, political, and economic conditions of the day. 2 Confused? Wait... There’s more!!

4. 3 The Technology Curriculum has 3 strands and 8 achievement objectives. Technological Practice Planning for practice Brief development Outcome development and evaluation Technological Knowledge Technological modelling Technological products Technological systems Nature of Technology Characteristics of technology Characteristics of technological outcomes

5. 4 The Technology Curriculum identifies 3 transformations. The emphasis on technological areas has now been reduced and the requirement to cover four to six of the technological areas has been removed. This has been replaced by a more holistic framework to encourage learning programmes based on a broad range of contexts that draw from and cut across a variety of what may be termed technological areas. A broad range of contexts should ensure coverage of the three types of transformations associated with technology. These are: A broad range of contexts should ensure coverage of the three types of transformations associated with technology. These are: The transformation of energy, The transformation of information, The transformation of materials.

6. 5 To: To: manipulate, manipulate, store, store, transport transport or control. or control. It is also expected contexts chosen will allow students to experience and/or explore a range of historical and contemporary examples of technology to further encourage diversity within learning programmes. These transformations can in turn be categorised into four purposes.

7. 6 The NZ Curriculum also specifies 5 key competencies. Key Competencies The key competencies are described in The New Zealand Curriculum (2007) as ‘the capabilities people need in order to live, learn, work and contribute as active members of their communities’. The curriculum identifies five key competencies. These are: thinking thinking using language, symbols, and texts using language, symbols, and texts managing self managing self relating to others relating to others participating and contributing participating and contributing

8. If the Technology Curriculum (TC) could be expressed as an equation, it would be... 7 This is what Technology Teachers have to teach. TC = Are you thinking... 3Strands x 8AO x 8AL x 3Transforms x 4Purposes 5 Key Competencies GOSH!!! Past Future∫

9. 8 Don’t worry, so do others. Let’s try it again. Putting it in CONTEXT.

10. Technology – Practical Problem Solving 9 You can think of Technology as a high level process.

11. Technology Strands Technological Practice – Know how Technological Knowledge – Know what or know that Nature of Technology – Know why 10 The diagram shows that the three strands are interdependent and provide a holistic view of technology.

12. What’s Changed 1993 to 2007 No specific focus on individual Technology Areas – now a holistic view of Technology. No specific focus on individual Technology Areas – now a holistic view of Technology. No more essential skills – now Key Competencies. No more essential skills – now Key Competencies. Still 8 achievement objectives but new wording. Still 8 achievement objectives but new wording. 11

13. New Achievement Objectives (AO) 12 Characteristics of technology Characteristics of technology outcomes Technological modelling Technological products Technological systems Planning for practice Outcome development and evaluation Technology Practice Technology Knowledge Nature of Technology Brief development The boxes contain the headings of the AOs.

14. The 5 Key Competencies The New Zealand Curriculum also identifies five key competencies for all students. The New Zealand Curriculum also identifies five key competencies for all students. All are important. All are important. 13 Thinking Using language, symbols and text Managing self Participating and contributing Relating to others

15. Let’s try a real life example. 14

16. 15 The Problem

17. 16 The Project You are the project leader of a team that is in charge of helping the village solve its water problem. You will attain all Achievement Objectives outlined in the Technology Curriculum.

18. 17 Phase 1 - Setting the context. You need to answer the following questions: How can technology help? What sort of solution is required? What are the villagers’ needs? What impact is acceptable? How do we communicate with the villagers? What factors dictate the sort of outcome we need to provide? Who is involved (the key stakeholders)? What on-going needs are there? What are the environmental issues? How do we define them?

19. Which Achievement Objectives were hit? 18 Technological modelling Technological products Technological systems Planning for practice Outcome development and evaluation Technology Practice Technology Knowledge Nature of Technology Brief development Characteristics of technology Characteristics of technology outcomes

20. 19 Phase 1 - Know Why In phase 1 we mainly explored the Nature of Technology. We needed to know about: – –The characteristics of technology and – –The characteristics of technological outcomes. What competencies did we use? Thinking Using language, symbols and text Managing self Participating and contributing Relating to others

21. 20 Phase 2 - Identifying a High Level Approach Based on the “Context”, we now answer the following questions: What types of technological solutions could we try? What would be best? Why? What materials and methods should we use? Why? How will we know that the solution will work? (modelling and prototyping) What things would make the system stop working? How do we make sure our system works when we are not there? Who needs to look after it and what do they need to know or do? What happens if it stops working? How do we minimise the impact on the environment? Keep going, you’re doing really well!

22. Which Achievement Objectives did we use? 21 Characteristics of technology Characteristics of technology outcomes Planning for practice Outcome development and evaluation Technology Practice Technology Knowledge Nature of Technology Brief development Technological modelling Technological products Technological systems

23. 22 Phase 2 – mainly Know What or That In phase 2 we mainly explored Technological Knowledge. We needed to know about: – –Technological modelling – –Technological products – –Technological systems What competencies did we need? Thinking Using language, symbols and text Managing self Participating and contributing Relating to others

24. 23 Phase 3 - Develop a detailed plan. Based on the “solution” and “our technological knowledge”, we now answer the following questions: What does the specific outcome look like? What resources will we need and when? Where do we source the things we need from? How do we go about implementing this outcome? Who needs to do what? What should the project brief contain? How will we know if we have been successful in this project? How do we evaluate our solution against our plan and what our key stakeholders needed?

25. Which Achievement Objectives were used? 24 Characteristics of technology Characteristics of technology outcomes Technological modelling Technological products Technological systems Outcome development and evaluation Technology Practice Technology Knowledge Nature of Technology Planning for practice Brief development

26. 25 Phase 3 – mainly Know How In phase 3 we explored the first part of Technology Practice. We needed to know about: – –Planning for practice – –Brief development What competencies were needed? Thinking Using language, symbols and text Managing self Participating and contributing Relating to others

27. 26 4) Implement our plan and evaluate outcomes. Based on the plan and brief we now: Gather resources and the project team. Engage with the villagers and other key stakeholders in implementing the desired outcome. Start work. Deal with issues along the way. Troubleshoot the final system. Hand over to villagers. Celebrate! You’re almost there!

28. Which Achievement Objectives did we hit? 27 Characteristics of technology Characteristics of technology outcomes Technological modelling Technological products Technological systems Planning for practice Technology Practice Technology Knowledge Nature of Technology Brief development Outcome development and evaluation

29. 28 Phase 4 – Know How In the last phase we displayed the Outcome development and evaluation part of Technology Practice. What competencies were needed? Thinking Using language, symbols and text Managing self Participating and contributing Relating to others

30. 29 The end result... Celebrations!

31. 30 Some key points... Different student class levels will tackle the strands in accordance with their capability. All key competencies are / can be developed in Technology. The example project showed how energy, information, materials can be brought together and transformed in a hands-on manner. You can also see from the example that other disciplines are / can be engaged – physics, maths, social studies, history, geography.

32. 31 So... Why do technology? It is an interesting and fun subject area with wide application and brings together learning in other disciplines in a practical way. It involves both brain work and physical work. It develops practical skills and competencies that are useful to students in the future – especially problem solving. It can set you up for an interesting and rewarding career. AND as you saw, the skills developed can help make life significantly better for a lot of people.

33. 32 Quiz – let’s see if you have got it yet. All things that are made is technology. Making things is technology. TRUEFALSE Click either TRUE or FALSE

34. 33 INCORRECT It is possible for things to be made that are not meant to meet a human need or realise an opportunity. Just because something is “made” does not mean it is technology. See previous bullet point. Click on NEXT QUESTION below. NEXT QUESTION

35. 34 CORRECT It is possible for things to be made that are not meant to meet a human need or realise an opportunity. Just because something is “made” does not mean it is technology. See previous bullet point. Click on NEXT QUESTION below. NEXT QUESTION

36. 35 Quiz – continued. All things that people use are technology. Technology is man-made and other things are natural. TRUEFALSE Click either TRUE or FALSE

37. 36 INCORRECT It is true that most things that people use is technology because it meets a need. If they use something that does not meet a need then it is not technology. However, many technological systems comprise man-made machines or artefacts that interface with nature. For example – wind turbine electricity generating system, a solar-powered hot water system. The whole system is technology. Click on NEXT QUESTION below. NEXT QUESTION

38. 37 CORRECT It is true that most things that people use is technology because it meets a need. If they use something that does not meet a need then it is not technology. However, many technological systems comprise man-made machines or artefacts that interface with nature. For example – wind turbine electricity generating system, a solar-powered hot water system. The whole system is technology. Click on NEXT QUESTION below. NEXT QUESTION

39. 38 Quiz – continued. Technology makes life easier. TRUEFALSE Click either TRUE or FALSE

40. 39 INCORRECT Whilst technology can make life easier for some people it can also make life much more complicated for others. Consider nuclear power, guns and stem-cell implantation. Click on END below. END

41. 40 CORRECT Whilst technology can make life easier for some people it can also make life much more complicated for others. Consider nuclear power, guns and stem-cell implantation. Click on END below. END

42. 41 Final points... I hope you enjoyed the model. I hope you enjoyed the model. For more information you can go to: For more information you can go to: –www.nzqa.govt.nz www.nzqa.govt.nz –www.techlink.org.nz www.techlink.org.nz –www.tki.org.nz www.tki.org.nz The New Zealand Curriculum needs to be implemented by 2010. The New Zealand Curriculum needs to be implemented by 2010. You are free to copy and use this presentation. You are free to copy and use this presentation.

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