The 21st Century Technology Teacher

Beth McCrystal, Malcolm Howard, Lesley Pearce

Team Solutions The Auckland Universitywww.technologynz.wikispaces.com

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 21st century learner

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.

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.

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.

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?

NZC’s visionStudents:• 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.

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

Brown Brother Video

http://www.youtube.com/watch?v=L_yjjtg8nGQ

Student and prefect from Mt Roskill Grammar, Joshua losefo, he is Samoan and Niuean.

YouTube video of Students Today

• http://youtu.be/_A-ZVCjfWf8

A 21st 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

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?

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.

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

pedagogies

Have you gone from this………… to this?

Factors to consider when planning a level three

technology programme

A process

The student

What are the big ideas?

Links to the NZC

Other factors at NCEA level 3

Assessment options

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?

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

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

Keeping our eye on the ball

Adaptation and innovation

Quality outcomesInformed, critical, and creative thinking and practice

creativity

Intervention by designAddressing real needs and opportunities

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 …

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

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

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

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.

A process

The student

What are the big ideas?

Links to the NZC

Other factors at NCEA level 3

Assessment options

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

Curriculum objectivesand 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.

AOs, teacher guidance, indicators

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

LOs, teacher guidance, indicators

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

A ‘balanced’ course

Aspect Is it in the programme?

Principles, Values, KCs, from NZC

Specialist skills

Specialist knowledge

Technological practice

Technological knowledge

Nature of technology

Other

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?

A ‘balanced’ course

Aspect In the teaching programme

In the assessment programme

Principles, Values, KCs, from NZC

Specialist skills

Specialist knowledge

Technological practice

Technological knowledge

Nature of technology

Other

A ‘balanced’ course – example 1

Aspect In 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)

A ‘balanced’ course – example 2

Aspect In 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)

A process

The student

What are the big ideas?

Links to the NZC

Other factors at NCEA level 3

Assessment options

Other considerations at level 3

• Meeting UE requirements• Scholarship• Literacy requirements• Vocational pathways

University entrance

• Current criteria• Changes for 2013• New criteria for

2014

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

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 TechnologiesRemoved 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.

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/

Level 3 standards that count towards UE literacy from 2014

Standard Reading Writing3.5, 3.6, 3.7, 3.10 no yes3.8. 3.9, 3.14 yes no3.40, 3.44 yes yes3.47 no yes3.50 yes no

Note – no level 2 technology standards count for UE.

Scholarship

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

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 .

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!

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.

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

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

Vocational pathways

http://youthguarantee.net.nz/For-educators

A process

The student

What are the big ideas?

Links to the NZC

Other factors at NCEA level 3

Assessment options

Now consider assessment options

Sources of informationWhat Available yet Where to find it /

where it will be

Curriculum support material Yes Techlink

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 internalsNZQA for externals

Exemplars No NZQA

Key messages Yes Techlink

Key messages

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

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

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.

Example – a chairFitness 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

Chair – Fitness for Purpose in its broadest sense

• Sustainability of resources used

• Practices used in the manufacture

• Maintenance• Ultimate

disposal

Fitness for purpose at level 3

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

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

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

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

• 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.

Prof. Sugata Mitra is Professor of Educational Technology at the School of Education,

Communication and Language Sciences at Newcastle University, UK.

• “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_driven_education.html

• 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.

• 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."

How can we apply this philosophy to our classrooms?

• 21st 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

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