Sunday, 13 July 2014

developing #NZCTech project

I guess this will be part of my 100 days blogging project.

The Technology Curriculum, this is what Computing, Information and Communication Technology and Digital Technologies Teachers should be teaching and making judgements against. Especially at Years 7-10 levels.

There is still some schools that continue to ignore this, and do their own thing, which I suspect is allowed under the tomorrow schools. For those of us that look at the New Zealand Curriculum, 

The National Curriculum is composed of The New Zealand Curriculum and Te Marautanga o Aotearoa which set the direction for student learning and provide guidance for schools as they design and review their curriculum.

The relationship between The New Zealand Curriculum and the school curriculum

The New Zealand Curriculum sets the direction for teaching and learning in English-medium New Zealand schools. But it is a framework rather than a detailed plan. This means that while every school curriculum must be clearly aligned with the intent of this document, schools have considerable flexibility when determining the detail. In doing this, they can draw on a wide range of ideas, resources, and models.

Schools are required to base their curriculum on the principles of The New Zealand Curriculum, to encourage and model the values, and to develop the key competencies at all year levels.

In years 1–10, schools are required to provide teaching and learning in English, the arts, health and physical education, mathematics and statistics, science, the social sciences, and technology.

What is Technology about?

Technology is intervention by design: the use of practical and intellectual resources to develop products and systems (technological outcomes) that expand human possibilities by addressing needs and realising opportunities. Adaptation and innovation are at the heart of technological practice. Quality outcomes result from thinking and practices that are informed, critical, and creative.

Technology makes enterprising use of its own particular knowledge and skills, together with those of other disciplines. Graphics and other forms of visual representation offer important tools for exploration and communication.

Technology is never static. It is influenced by and in turn impacts on the cultural, ethical, environmental, political, and economic conditions of the day.

Do we need to refine Technology?

Why study technology?

The aim 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. They learn practical skills as they develop models, products, and systems. They also learn about technology as a field of human activity, experiencing and/or exploring historical and contemporary examples of technology from a variety of contexts.

Technology is associated with the transformation of energy, information, and materials. Technological areas include structural, control, food, and information and communications technology and biotechnology. Relevant contexts can be as varied as computer game software, food products, worm farming, security systems, costumes and stage props, signage, and taonga.

It isn't until we look at the study of Technology that we start to look at the areas in which Technological areas are included.

Technological areas include structural, control, food, and information and communications technology and biotechnology.

Under this work, information and communications technology will be referred to as Digital Technologies.

Technologically literate young people: -have a broad understanding of how and why things work
-understand how technological products and technological systems are developed
-can critically evaluate technological developments and trends
-can design and evaluate their own solutions in response to needs and opportunities.
Like any other literacy, technological literacy is developed by exposure to a wide range of relevant experiences over time.
Technological system knowledge includes an understanding of input, output, transformation processes, and control,
and an understanding the notion of the 'black box', particularly in terms of sub-system design.
Understanding redundancy and reliability within system design and performance,
and an understanding of the operational parameters of systems are also included.
developing ideas of system design, development, maintenance, and troubleshooting.

The reason why I put the stuff up is... isn't this coding? It already exists in the curriculum...

here is the Technology Systems explanatory paper how about rewriting it for

Page 73-79, To support students to develop understanding of technological systems at Level...

so, the challenge could be, how to write a series of engaging projects for each level

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