Digital TechnologiesLevel three

Malcolm HowardRegional Technology FacilitatorCentral North RegionTeam Solutions – The University of Auckland

November 2012

Aims for this session

• To develop understanding of the level three digital technologies standards

• To focus on the teaching and learning required to prepare students for assessment using the level three digital technologies standards

Techlink posters for digital technologies

http://techlink.org.nz/info-for-parents/resources.htm

NCEA level 1 DT workbook

http://www.esa.co.nz/

NCEA level 1 DT workbook

What’s new?

• Final draft standards• Draft level 8 curriculum support material• Key messages for 3.41 to 3.46• Scholarship standard• UE and the approved subjects list• Literacy implications for level 3• Resources on TKI• Other resources

Reflecting on the morning session

• Student centred programmes• Looking at data• Focus on a programme of work rather than on

individual standards• Looking for other assessment options (eg

Generic technology or DVC)

Final draft standards

• Final Draft!Published 30th September 2012Have registration numbers, but not registered

• Available on TKI athttp://ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-Technology

The draft matrix at level 3

Starting point – the curriculum!

• Level three achievement standards are based on level eight objectives (AOs and LOs)

• The digital technologies standards 3.40 to 3.51 are based on level eight learning objectives (LOs)

• The generic technology standards 3.1 to 3.14 are based on level eight achievement objectives (A0s)

LOs, teacher guidance, indicators

http://www.techlink.org.nz/curriculum-support/indicators/index.htm

AOs, teacher guidance, indicators

http://www.techlink.org.nz/curriculum-support/indicators/index.htm

Activity – curriculum support materialFamilarise yourself with the draft level 8 curriculum support material

Key messages about the standards

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

Key messages - activity

In pairs/groups choose a standard you are interested in and review the key messages

Key messages – 91632 (3.40)

• An information system within an organisation• Think local and accessible• Five key concepts to cover• Merit and excellence expanding on these

concepts• The report – see assessment specifications• Literacy support (explain, discuss, evaluate)

Key messages – 91633 (3.41)

• Relational database• Embedded in a digital outcome (DI, DM, other)• Design and construct• All of the complex techniques EN6• One table changed from another application• Design elements and formatting• Data access permissions• Accuracy, independence, efficiency (two

aspects)

Key messages – 91634 (3.42)

• Conditions of assessment – evidence in a form negotiated with the teacher

• Fitting it into a programme of work• What makes it a complex outcome• Outcomes plural• Presenting content across different media types• Design elements• Specific legal/ethical/moral• Literacy support eg how to discuss

Key messages – 91635 (3.43)

• Integration of media types• Complex procedures in a media type• Data integrity and testing• Legal, ethical• Accuracy, independence• Efficiency of resources

Key messages – 91636 (3.44)

• Select two areas• Three aspects (key problems, examples of

practical applications, algorithms/techniques)• Emerging feedback from level one about

reports based on authentic learning experiences

• Assessment specifications• Canterbury University resources

Key messages – 91637 (3.46)

• One standard – designing and implementing• Text-based, Object-orientated, GUI, event

based• A complex program (EN5)• Comprehensive testing with documented

cycles of incremental development• Documented with comments• Efficiency (concise, flexible, robust..)

Key messages – 91638 (3.47)

• A new external at level 3• Report – see assessment specifications• Changes from draft standard – now numbers of

concepts not specified• A selection of complex software concepts

(number not specified)• Microcontrollers must be covered plus a

selection of complex hardware concepts (number not specified)

A focus on the teaching and learning

Knowing the

student

Theassessment

task?

Example – computer science

Example – digital media

• Complex tools• Standards and conventions• Integration of media types• Presenting content across different media

types• Data integrity and testing• Legal, ethical, moral• Accuracy, independence, efficiency

Activity

In pairs/groups choose a standard you are interested in and review the key information.

What is the teaching and learning needed to prepare students for assessment using that standard?

Key sources of information

• The curriculum support material√• The actual standard √• The key messages document √• Conditions of assessment (for internals)• Assessment specifications (for externals)• Assessment resources• Exemplars (where available)• Other resources eg on NZACDITT

Activity – COAs & draft resources

Check the conditions of assessment document

Explore the assessment resources folder on the CD to look at the draft assessment resources for level three (available on TKI).

Discuss and share approaches to level three programmes, assessment tasks, teaching and learning strategies…

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.

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!

Scholarship – the 3 strandsTechnological Practice

Technological Knowledge

Nature of Technology

Brief Development Technological Modelling

Characteristics of Technology

Planning for Practice

Technological Products

Characteristics of technological Outcomes

Outcome Development and Evaluation

Technological Systems

Scholarship - fitness for purpose

Activity - Scholarship

Look at the level 8 achievement objectives for technology.

What could you include from each strand in the teaching and learning programme?

Literacy

• Level 2 and 3 standards count for NCEA level 1 literacy requirement

• Now need to pass the NCEA level 1 literacy requirement to pass NCEA level 2 (2013) and level 3 (2014)

• Level 3 standards that count for UE literacy from 2014

Level 3 standards that count towards NCEA level 1 literacy and numeracy from 2013

Literacy Numeracy

Generic all none

CMT 3.24, 3.25 none

DVC none none

Digital all 3.41, 3.46

Processing both none

Level 3 standards that count towards UE literacy from 2014

Standard Reading Writing

3.5, 3.6, 3.7, 3.10 no yes

3.8. 3.9, 3.14 yes no

3.40, 3.44 yes yes

3.47 no yes

3.50 yes no

Note – no level 2 technology standards count for UE.

Generic technology standards

• Technological practice• Technological knowledge• Nature of technology• Other (design, manufacturing, special topic)

L3 technological practice

Brief development (3.1), project management (3.2), conceptual design (3.3), prototype(3.4)•A client is not required•Context considerations•Fitness for purpose in its broadest sense

3.4 – develop a prototype

Internal (6 credits)

This standard is about developing a prototype considering fitness for purpose in its broadest sense.

Activity - fitness for purpose

3.5 – technological modelling

External (4 credits)

This standard is about emonstrating understanding of how technological modelling supports technological development and implementation

3.7 – technological systems

External (4 credits)

This standard is about demonstrating understanding of operational parameters in highly complex technological systems.

3.7 technological systems

• Explanatory note 3 defines a complex system (changes inputs to outputs through more than one transformational process).

• Explanatory note 4 defines a highly complex system (highly complex systems include self regulatory and intelligent technological systems).

3.10 - critique an outcome’s design

External (4 credits)

This standard is about undertaking a critique of a technological outcome’s design.

3.10 Critique of an outcome’s design

• The concept of good design• Judgement criteria (eg aesthetic quality,

accessibility, functionality, affordability, emotional resonance…)

• Design decision making influenced by values, tastes, views held by individuals, groups and/or collectives

3.14 – technical area

Internal (4 credits)

This standard is about an investigation of the application of a technical area to a specific field.

Activity – draft L3 generic technology standards

Discuss the draft level three generic technology standards and how they may be included in a level three digital technologies programme.

Refer to the resources provided

Note the draft standards are on the CD if you want to refer to them.

Sources of information

What Available yet Where to find it / where it will be

Level 8 learning objectives No Techlink

Standards Yes – final draft TKI

Assessment specifications (for externals)

No NZQA

Conditions of assessment (for internals)

Yes – final draft TKI

Assessment resources Yes - draft TKI for internals

Exemplars No NZQA

Key messages Yes (some) Techlink

The teaching programme

Activity – planning the year

Teaching programme. What will you do and when?

Assessment programme. What standards will you use and when?

Use the blank 2013 calendar if you wish.

Were the aims for this session met?

• To develop understanding of the level three digital technologies standards

• To focus on the teaching and learning required to prepare students for assessment using the level three digital technologies standards