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The developing TECHNOLOGY EDUCATION Link between SECONDARY and TERTIARY
ICTE Conference, Hong Kong, 2006
Dr P John WilliamsEdith Cowan University, Perth
key learning area
Subject areas:home economicsdesign and technologyagriculturebusinesscomputing
POST COMPULSORY REVIEW
FIRST IMPLEMENTATION
Proportion of students with Tertiary Entrance Rank
• WA 37.3%• NSW 65%• Victoria 69.7%• Queensland 71.2%
GOALS:
• Inclusive of the full cohort of students• Coherent K-12 focus• Explicit outcomes and standards• Incorporates Vocational Educational and
Training• Facilitates transition to post-school
destinations• Assessment and certification recognises
students’ level of achievement
Courses of Study
Aboriginal and Intercultural StudiesAccounting and FinanceAeronauticsAgricultureApplied Information TechnologyAutomotive Engineering and TechnologyBiological SciencesBuilding and ConstructionBusiness Management and EnterpriseCareer and Enterprise PathwaysChemistryChildren, Family and the CommunityDanceDramaEarth and Environmental ScienceEconomics Engineering StudiesEnglish/ESLFood Science and TechnologyGeographyHealth StudiesHistory: Ancient and ModernHuman Biological ScienceIntegrated Science
Languages (LOTE)· Australian Indigenous Languages· First Language Chinese,
Indonesian, Japanese, Malay· Second Language: Chinese,
French, German, Indonesian, Italian, Japanese
· Small Candidature LanguagesMarine and Maritime TechnologyMaterials, Design and TechnologyMathematics Media Production and Analysis MusicPhilosophy and EthicsPhysical Education StudiesPhysicsPolitics and LawPsychologyRecreational and Environmental
StudiesReligion and LifeSystems TechnologyVisual ArtsVisual Communication and Design
Courses of Study
Aboriginal and Intercultural StudiesAccounting and FinanceAeronauticsAgricultureApplied Information TechnologyAutomotive Engineering and TechnologyBiological SciencesBuilding and ConstructionBusiness Management and EnterpriseCareer and Enterprise PathwaysChemistryChildren, Family and the CommunityDanceDramaEarth and Environmental ScienceEconomics Engineering StudiesEnglish/ESLFood Science and TechnologyGeographyHealth StudiesHistory: Ancient and ModernHuman Biological ScienceIntegrated Science
Languages (LOTE)· Australian Indigenous Languages· First Language Chinese,
Indonesian, Japanese, Malay· Second Language: Chinese,
French, German, Indonesian, Italian, Japanese
· Small Candidature LanguagesMarine and Maritime TechnologyMaterials, Design and TechnologyMathematics Media Production and Analysis MusicPhilosophy and EthicsPhysical Education StudiesPhysicsPolitics and LawPsychologyRecreational and Environmental
StudiesReligion and LifeSystems TechnologyVisual ArtsVisual Communication and Design
Course of Study
6 units of study
8
7
6
5
4
3
2
1
K-12
8
7
6
5
4
11-12
Student achievement
Year 11and/or 12
Increasing complexity
and depth
Year 11and/or 12
Year 11and/or 12
Definition– Design and make things– Process oriented– Application of knowledge and principles– Understanding of engineering
Outcomes
Engineering Process
Engineering Understandings
Engineering Technology Skills
Engineering in Society
Scales of Achievement
Informing progress
Defining the outcome with increasing complexity and rigor
Outcome 1: Engineering ProcessStudents apply a process to design, make, communicate ideas and evaluate components and systems.
SCALE OF ACHIEVEMENT
Level8
The student: uses research to make judgments on engineering projects, applies understandings, analyses results communicates findings and evaluates processes and the short- and long-term impact of designs on society and the environment.
Level7
The student: selects strategies to analyse technologies, management of production and design problems, communicates ideas and draws conclusions for improvement based on their analysis.
Level6
The student: uses understandings of variables to propose designs; manage production and evaluate fulfilment of design criteria; uses engineering language to communicate ideas;
Level5
•The student: investigates technologies and processes considering factors involved in design proposals and management of production, communicates and evaluates plans.
Level4
•The student: identifies key design features and investigates different options, selects and uses information, skills, technologies and processes to communicate ideas, meet design requirements, manage production and evaluate processes.
Content
Essential to the achievement of outcomes
Engineering Design and ProcesssThe process of design is central to engineering. All engineering has its impetus in design and involves fundamental reasons for engineering work and production. In studying Engineering Design and Process students develop conceptual understandings and skills relevant to •Researching and investigating•Designing principles and processes•Producing•Communicating
Materials Structure and SystemsAn understanding of the nature and structure of materials and how they are manipulated is fundamental to engineering practice and production of structures and systems, In learning about Materials, Structures and Systems, students develop a conceptual understandings and skills relevant to:•Materials•Structures•Systems
Enterprise Environment and CommunityEngineering activities both shape, and are shaped, by the interplay between factors such as cultural beliefs, ethical positions, commercial viability, values and consumer issues. In learning about Enterprise, Environment and Community students develop conceptual understandings and skills relevant to:•Innovation and creativity•Socially conscious engineering
Learning Contexts
Bringing the course to life
Learning Contexts A Learning Contexts B
1 Inventions and Devices Shaping Environments
2 Community Living Transport Systems
3 Manufacturing Systems Monitoring and management systems
1A Inventions and Devices• Entertainment gadgets• Model making• Toys• Lighting design• Flat packaged furniture
Semester Units
A framework for teaching and learning
• Each Unit– Outcomes– Description– Essential Content (progressive complexity)– Suggested learning contexts
• Students need to study a pair of A and B units to achieve full breadth of study of the course and to comprehensively study both materials and systems.
Assessment Tasks
Opportunities for learning, development and demonstrating achievement
• Assessment Principles– External Assessment
• Portfolio, video interview, product display– School managed assessment– VET assessment
• Types of assessment– Written reports/multimedia presentations
• (case studies, feasibility report, product process evaluation)– Portfolio
• Digital portfolio, web based, – Design presentations– Product development proposal– Engineering product, system, environment etc
breadth of courses
broad
little specified content
what to teach?
not vocationally oriented
university entrance
change from the past
higher level
need for teacher pd
up to the universities
vocational competencies
not a clear match
difficult integration
basic incompatibilities
comprehensive secondary-tertiary transition
positive potential
high stakes
challenge catering for all students