NCEA Technology Cluster Meeting

NCEA Technology Botany East Cluster Meeting

Wednesday 5th March 2008

Botany College

Introduction

Focus - Level 3, due to the new schools starting in the area. Focus on Technological knowledge.

www.edcentres.auckland.ac.nz <- all the PD for this, Kohia teachers centre.

Courses, Select, Secondary, Technology.

Courses through Kohia are a programme for the year, not just one off courses.

Look at standards

Title of the standard, skills and knowledge in the materials, this is knowledge and skills, not practice knowledge. This supports the students in their technological practice.

What type of skills and knowledge do the students need in the particular area. Look at Technology 2.7

Our role is to support the student to select the appropriate standard.

Should we look at the graphics standards?

Up to August to remove the standard, if they want to remove then you are allowed, it will be a school problem if they don’t remove it.

The standards are based on high level thinking.

Level 1 - Identify, (list, some detail, because)

Level 2, describe, explain (details, grunt, link it back to the specifications, example,

Level 3, Discuss

Scholarship, synthesize, critically analyze, integrate

Identify the knowledge from the technologist. Expand on there knowledge (explain, discuss), what is the knowledge that underpins a technological outcome. What knowledge is needed for the outcome, materials, ict...

we are looking at level 3 on the curriculum standards, we are looking at specific knowledge.

Level 2 -> level 3 is that they write a report

To be able to get excellence, they have to compare and contrast between two or more technologists. a venn diagram is only identify. Look at the DVD of exemplars for examples.

Print and cut out and get the students to look at and compare the technologists what are the key differences because, scaffolding in pace to enable them to get to that level.

Level 2, explain the knowledge that is used to develop the outcomes and explain how that has informed their practice. Give examples of what knowledge they needed and how it helped them. If not giving in a portfolio.

technology 3.4, wider responsibility to the community, legislation, codes of ethics and moral and ethics responsibly. These are constraints, what constraints are imposed on them to create an outcome. the technologist has to understand those things so they can come up with their product. They have to look at appropriateness and feasibility. technologist work within limits, and have to understand the wider community. Appropriateness might change depending in the end user. Engineers are constrained by standards.

Students need to understand constraints. example, go home, want to cook something and not have all the goods for the recipe, so what can we do next. budget, resources are constraints. What are the key factors that are vital for the project, what cannot be changed, deadlines, project management has to work within deadlines, so project milestones are important. Standards need to be looked at, and how desirable they are to meet that standard.

Diagram of vital things in middle, then very important, they clients and stakeholders needs are going between the two things. Non negotiable.

If the students look at the what if, they are looking at excellence.

Articles in the paper, matel toys, they were not using materials that were appropriate. implications for the end user. Just looking at little short clips so that they can look at standards, ethics and morals.

Chief assessors reports will be out soon.

Tech practice at Level 3

Must have a client, prior knowledge, consult with technologists (practice, and depth of knowledge), wider community (different perspective, implications, values and beliefs)

Achievement Objectives, use the new curriculum and the tech practice strand, planning for practice, brief development, Outcome development and evaluation.

Look at personal experience, prior experience of yourself. Have you bene a client, a technologist.

Profile the client, contract or agreement from between the client and students. Roles and responsibilities of both. need to understand that the client is there for a purpose, key decisions need to be between the student and client and not made by themselves. Need to give their client options, final decision needs to be by the client. Intellectual Property. These need to be looked at in the initial brief.

Who how client could, be, access, contracts, communication, when are the times, how often, initial questionnaire, the time for the client.

Techlink has resources for the client.

Beacon Practice, Case Studies, Materials, Client Based Practice, Delivery

This looks at the initial client questions, an ideas, understand what the unit is about through the background, profile the client relationship and the interactions.

Tech Practice, look at the technology curriculum, explanatory Papers, tech Practice, senior secondary.

Look at Level 7.

Brief Development	Planning for Practice	Outcome Development and Education
Unpacking the issue, what prior knowledge do they have, whose, where.	Self awareness, how to reflect. PMI, (Positive, Minuses, Improve)	Research skills, historical issues, innovations in technology and how they impact in their design. Production methods and commercial methods and how that impacts on product development.
Critically analyze, are we asking a surface question, or a deep questioning (what if, what could, why), answering the questions with reasoning and justification.	Work Ethics, own strengths and weaknesses Understand a range of planning tools. (Visual Diary, Gnatt Chart, Journal) Key Stages (assessment, clients needs, teacher?) Look at explanatory notes Level 1, Level 2	resources, functions and aesthetics impact on the environment Codes of ethics Codes of practice Constraints (input form client, testing and trailing, mockups) specification
Clients needs, interviews, questionnaires, surveys, protocols	Documentation, justifying decisions. Resources in terms of time, expertise, materials and costs.	fitness for purpose, appropriateness, and feasibility.
	how are we going to make the judgment, we have to document at least 8 students in full for moderation. how the key stage has gone and how the feedback from the client has affected that stage. Review and revise and record Preempting and forecasting	Triple bottom line, social, Must haves and wants, weighted wants Must have weighting. Feedback

Not a credit counting course, we want a quality course in deeper thinker.

have to do 3.1 or 3.2 or 3.1 and 3.2

3.4 wider community,

3.6 knowledge

3.7 skills

www.techlink.org.nz