1. The 21 st Century Technology Teacher Beth McCrystal, Malcolm Howard, Lesley Pearce Team Solutions The Auckland University www.technologynz.wikispaces.com

2. Learning intention To construct a student centered level 3 Technology programme To inquire into our existing teaching practices with the purpose of ensuring we are meeting all the needs of every 21 st century learner

3. What does that look like….. a curriculum that sets out what we want students to know and to be able to do Because 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.

4. 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.

5. 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.

6. Ministry Priorities Ensuring the success of every student through developing the potential and success of the target student groups: Māori learners Pasifika learners Learners with special needs to develop the competencies and qualifications they require via a range of relevant pathways such as The Youth Guarantee, to improve access to tertiary, work training and/or employment.

7. 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.”

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

9. 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.

10. What are we doing to gather student voice in inform our teaching?

11. Brown Brother Video http://www.youtube.co m/watch?v=L_yjjtg8nG Q Student and prefect from Mt Roskill Grammar, Joshua losefo, he is Samoan and Niuean.

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

14. A 21 st century culture Students should be engaged in relevant and contextual problem- and project-based learning designed to develop 21st century skills and 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

15. Personal reflection What have you done in the last year to change your practice and what was the impact of your teaching on your students?

16. Page 35 NZC 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.

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

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

20. Factors to consider when planning a level three technology programme

21. A process The student What are the big ideas? Links to the NZC Other factors at NCEA level 3 Assessment options

22. The big ideas What are the big ideas? What are the goals for the course? What do you want students to know by the end? What do you want students be able to do by the end?

23. The aim of technology education The aim of technology education is for students to develop a broad technological literacy that will equip them to participate in society as informed citizens and give them access to technology related careers. From P32 of the NZC – the technology learning area statement

24. The three strands Technological Practice Technological Knowledge Nature of Technology (Plus specialist knowledge and skills) From P32 of the NZC – the technology learning area statement

25. Keeping our eye on the ball Adaptation and innovation Quality outcomes Informed, critical, and creative thinking and practice creativity Intervention by design Addressing real needs and opportunities

26. Example – a materials course A context = outdoor furniture for apartments An issue = lack of outdoor children’s furniture for apartments or … A need or opportunity = a child’s table and chair set for an apartment balcony or …

27. Example - goals for the course Product design - materials Mix of practical and theory A focus on ‘good’ design Understanding and working with a range of materials Allow students access to scholarship Emphasis on high quality outcomes

28. The student will learn about the following: Principles and elements of design and influential design movements and designers The relationship between furniture and society and the impacts of each on the other The nature of modelling, reasoning and evidence and how this is applied in a range of technological outcomes Learn about sketching and drawing

29. The student will learn about the following: Students will use these key ideas to develop design ideas and a conceptual design to be communicated and tested in a variety of mediums and use functional modelling to demonstrate the conceptual designs potential fitness for purpose Investigation of properties of a range materials including new materials and smart materials

30. What will students be able to do: The students will develop a prototype to address an identified issue through the development of a brief and generations of design ideas and conceptual designs. It is expected that the student will develop a range of techniques and skills in the construction of the prototype which will be fully tested during its development and when completed and places in its intended social and physical location. The modelling techniques demonstrated should show an understanding of the range of evidence and reasoning gained and applied when making decisions and planning for practice. While developing the prototype students will critically analyse a range of technological outcomes to inform the development of their own outcomes and identify the relationship between technological outcomes and society.

31. A process The student What are the big ideas? Links to the NZC Other factors at NCEA level 3 Assessment options

32. The NZC Ensure the programme reflects the NZC: Principles Values Key Competencies Effective Pedagogy including teaching as inquiry The technology learning area statement and objectives

33. Curriculum objectives and guidance Level three achievement standards are based on level eight objectives (AOs and LOs) The generic technology standards 3.1 to 3.9 are based on level eight achievement objectives (AOs) and are available on Techlink now The other standards 3.10 to 3.62 are based on level eight learning objectives (LOs) which are not available yet but are expected later this year.

34. AOs, teacher guidance, indicators http://www.techlink.org.nz/curriculum-support/indicators/index.htm

35. LOs, teacher guidance, indicators http://www.techlink.org.nz/curriculum-support/indicators/index.htm

36. A ‘balanced’ course AspectIs it in the programme? Principles, Values, KCs, from NZC Specialist skills Specialist knowledge Technological practice Technological knowledge Nature of technology Other

37. Teaching programme and Assessment programme Not everything taught needs to be assessed. What does the teaching programme look like? What does the assessment programme look like?

38. A ‘balanced’ course AspectIn the teaching programme In the assessment programme Principles, Values, KCs, from NZC Specialist skills Specialist knowledge Technological practice Technological knowledge Nature of technology Other

39. A ‘balanced’ course – example 1 AspectIn the teaching programme In the assessment programme Principles, Values, KCs, from NZC√ Specialist skills√3.20 (6 credits) Specialist knowledge√ Technological practice√3.4 (6 credits) Technological knowledge√3.5 (4 credits) Nature of technology√ Other (eg Design)√3.10 (4 credits)

40. A ‘balanced’ course – example 2 AspectIn the teaching programme In the assessment programme Principles, Values, KCs, from NZC√ Specialist skills√3.60 (6 credits) Specialist knowledge√3.62 (4 credits) Technological practice√3.1 (4 credits) Technological knowledge√ Nature of technology√ Other (eg manufacturing)√3.13 (6 credits)

41. A process The student What are the big ideas? Links to the NZC Other factors at NCEA level 3 Assessment options

42. Other considerations at level 3 Meeting UE requirements Scholarship Literacy requirements Vocational pathways

43. University entrance Current criteria Changes for 2013 New criteria for 2014

44. Current UE requirements 42 credits at Level 3 or higher, made up of: – 14 credits in one approved subject – 14 credits in another approved subject – 14 credits from one or two additional domains or approved subjects Literacy requirements - 8 credits in English or te reo Maori at Level 2 or higher Numeracy requirements - 14 credits in Numeracy at Level 1 or higher

45. UE requirements – changes to the ‘approved subjects’ list Added to the ‘approved subjects’ list for 2013 are: Digital Technologies Design and Visual Communication Processing Technologies Construction and Mechanical Technologies Removed from the list for 2014 are: Computing Graphics Note: Technology stays on the list in addition to the four new specialist technology ‘subjects’ to allow for delivery of non- specialist courses.

46. Changed UE requirements from 2014 From 2014 (ie entry to university in 2015), to be awarded UE you will need: NCEA Level 3 Three subjects - at Level 3 or above, made up of: 14 credits each, in three approved subjects Literacy - 10 credits at Level 2 or above, made up of: – 5 credits in reading – 5 credits in writing Numeracy - 10 credits at Level 1 or above, made up of: – achievement standards – specified achievement standards available through a range of subjects, or – unit standards - package of three numeracy unit standards http://www.nzqa.govt.nz/qualifications -standards/awards/university- entrance/

47. Level 3 standards that count towards UE literacy from 2014 StandardReadingWriting 3.5, 3.6, 3.7, 3.10noyes 3.8. 3.9, 3.14yesno 3.40, 3.44yes 3.47noyes 3.50yesno Note – no level 2 technology standards count for UE.

48. Scholarship Technology and DVC are on the list of scholarship subjects for 2013. Will next be reviewed in 2014 for 2015.

49. Technology scholarship The revised technology scholarship standard is not available yet, but it will link to the level 8 technology objectives across all three strands of the technology curriculum The three strands (Technological Practice, Technological Knowledge, Nature of Technology) must be incorporated in the teaching programme. The three strands may (but does not have to) be represented in the assessment programme.

50. Scholarship Key criteria (common to all subjects) The student will demonstrate aspects of high level: analysis and critical thinking integration, synthesis and application of highly developed knowledge, skills and understanding to complex situations logical development, precision and clarity of ideas.

51. Scholarship Explanatory notes for technology: About technological experiences from all three strands of the technology curriculum: Technological practice Technological knowledge Nature of technology So a scholarship report in 2013 will look different!

52. NCEA literacy and numeracy NCEA Level 1 literacy criteria now a requirement to pass NCEA level 2 in 2013 and level 3 in 2014 Level 3 standards count towards level 1 literacy and numeracy from 2013 Not to be confused with UE literacy and numeracy requirements.

53. Level 3 standards that count towards NCEA level 1 literacy and numeracy from 2013 LiteracyNumeracy Genericallnone CMT3.24, 3.25none DVCnone Digitalall3.41, 3.46 Processingbothnone

54. Course endorsement 14 credits including at least 3 credits externally assessed and 3 credits internally assessed So including at least one external could be important for: Course endorsement Broadening the nature of the course Preparing for scholarship

55. Vocational pathways http://youthguarantee.net.nz/For-educators

56. A process The student What are the big ideas? Links to the NZC Other factors at NCEA level 3 Assessment options

57. Now consider assessment options

58. Sources of information WhatAvailable yetWhere to find it / where it will be Curriculum support materialYesTechlink Level 8 learning objectivesNoTechlink StandardsYes – final draftTKI Assessment specifications (for externals) NoNZQA Conditions of assessment (for internals) Yes – final draftTKI Assessment resourcesYes - draftTKI for internals NZQA for externals ExemplarsNoNZQA Key messagesYesTechlink

59. Key messages www.techlink.org.nz/Teacher_Education/In-service/PD- support/Senior-Secondary/Key-Messages/Index.htm

60. The step up from level 7 to level 8 Recurring themes at level 8: Fitness for purpose in its broadest sense. A bigger picture view eg considerations of the context throughout practice

61. Note about clients Note: The requirement to have a client is no longer the step-up mechanism to level 8 (as it is with the current level three technological practice standards). Students can still have a client and a client issue if they wish at this or any level.

62. Example – a chair Fitness for Purpose Our understanding of fitness for purpose at lower curriculum levels: It works! It meets the brief It resolves the issue Stable Comfortable Ergonomic etc

63. Chair – Fitness for Purpose in its broadest sense Sustainability of resources used Practices used in the manufacture Maintenance Ultimate disposal

64. Fitness for purpose at level 3

65. Context and issue Context refers to the wider social and physical environment in which technological development occurs. Eg outdoor living An issue in technology refers to a specific subset of the context that will allow students to identify a need or opportunity. Eg a lack of outdoor furniture for young children

66. Example – Consideration of the context A context = outdoor furniture for apartments An issue = lack of outdoor children’s furniture for apartments A need or opportunity = a child’s table and chair set for an apartment balcony

67. Example – Consideration of the context Considerations of the context throughout practice: Limited balcony space Body corporate rules Design in keeping with the building’s design Material suitability Access issues Safety considerations

68. Personal reflection Brief discussion with person next to you about anything that arose from this part of the session: The big ideas The process Particular requirements at level 3 Fitness for purpose in the broadest sense Context considerations

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

70. Prof. Sugata Mitra is Professor of Educational Technology at the School of Education, Communication and Language Sciences at Newcastle University, UK.

71. “If children have interest than education happens” “Education is a self-organizing system, where learning is an emergent phenomenon.” (Sugata Mitra) http://www.ted.com/talks/sugata_mitra_the_child_d riven_education.html http://www.ted.com/talks/sugata_mitra_the_child_d riven_education.html

72. The "Hole in the Wall" project demonstrates that, even in the absence of any direct input from a teacher, an environment that stimulates curiosity can cause learning through self-instruction and peer-shared knowledge."Hole in the Wall" Education-as-usual assumes that kids are empty vessels who need to be sat down in a room and filled with with curricular content. Dr. Mitra's experiments prove that is wrong."

73. How can we apply this philosophy to our classrooms? 21 st century learner has to take charge of their learning What opportunities are we giving our students? - are we facilitating self discovery? - think about new ways of teaching - designing a programme to meet student needs

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