PLANNING A TECHNOLOGY UNIT IN THE NEW ZEALAND CURRICULUM

From the book Ideas for Technology in New Zealand Primary Schools by Neal Utting (pp 5-8) (For more about this book, see www.edent.co.nz)

HOW WILL WE SELECT THE TOPIC?

Is there an identified problem in the classroom, school, home, or community which students might solve? (Identify a need) Is there some- Will the topic be thing relevant to undertaken the students because it is which they could included in the make or schools scheme develop? or implement(Identify an ation plan? opportunity) Is there a topical event or situation for which a technology unit could be developed? Will technology activities be included in a planned unit in another learning area (social studies, science, health, English, etc.)?

Is there a need or opportunity which will be explored and solutions developed? [Objective 5] If there isnt, how can we undertake this unit? What technological area(s) does this topic relate to? Will there be a balance between the technological areas over time? (See the Technology Curriculum document, page 29)

HOW WILL WE PLAN THE UNIT?

The approach to planning units in technology may differ from what is practised in some other curriculum areas, especially as all strands should be included (see pages 8 and 10, the Technology Curriculum document)
Students need knowledge and understanding about the technologies they are working with [STRAND A] They need to plan and produce their solutions to practical problems [STRAND B] They need to consider the relationships between the technologies and people [STRAND C]

HOW WILL WE INTRODUCE THE UNIT?

Could we begin by discussing a need or opportunity which has been identified? Could we begin with an introductory activity to stimulate students interest and enthusiasm? Could we begin by exploring the students knowledge and understanding of the topic?

STRAND A: Technological Knowledge and Understanding

How will we consider and extend the students knowledge and understanding about the technologies involved especially how these are used and operate? [Objective 1] There might be brain-storming, mind mapping, sharing ideas, discussion, questions, research, examining, dismantling, using, demonstrations, visits, displays, etc. Could we consider and investigate important technological principles which might be involved (including modifications, adaptations, safety features, user-friendliness, reliability, practicality as well as principles relating to the particular technological area being considered)? How will we do this? [Note: Technological principles are special characteristics or features of technological devices or systems.] There might be sharing ideas, discussion, questions, research, displays, etc. Could we consider and investigate technological systems (especially involving inputs, outputs, components, processes and sequences) which might be involved? How will we do this? [Objective 2b] [Note: Technological systems contain a number of components, which are used together in making changes to produce technological outcomes.] There might be examinations, demonstrations, charts (especially using flow diagrams), displays, models, questions, sharing ideas, discussion, research, etc. Could we consider and investigate how the technologies are used in practice and particularly how people are involved? How will we do this? [Objective 3] There might be visits to places where technologies are used, visits from people who use technologies, demonstrations, videos, photographs, displays, models, questions, sharing ideas, discussion, research, etc. Could we consider and investigate how the communication of information relating to the technology might be investigated? How will we do this? [Objective 4] There might be examination of advertising, labels, instruction leaflets, etc.,with sharing ideas, discussion, questions, research, displays, etc.

STRAND B: Technological Capability

How will we identify and consider needs or opportunities for practical activities? Can we determine peoples preferences? [Objective 5] [Note: Identification and discussion of preferences are included in Achievement Objectives at all Levels except 3 and 4] There might be brainstorming, sharing ideas, discussion, questions, surveys, (class, school, home, and community), market research, etc.

How will we consider different ideas about how the problem might be solved? [Objective 6a] There might be sharing ideas, drawings, questions, discussion, examination of existing technologies, research, trying out ideas, etc. How will we design and carry out what we have decided to do? [Objective 6b] There might be sharing ideas, questions, discussion, research, drawings, notes, plans, time schedules, allocation of tasks, obtaining materials, trying out ideas, construction, testing, evaluation, modifications, improving, etc. How will we show and discuss our plans, progress, and results? [Objective 6c] There might be sharing with others, displays, questions, discussion, etc. How will we consider how well our plans, progress, and results are carried out and meet the required criteria? [Objective 6d] There might be sharing with others, questions, discussion, self- and peer-assessment, etc.

STRAND C: Technology and Society

How might we consider how peoples beliefs and values might promote or constrain development of these technologies? [Objective 7] There might be sharing ideas, discussion, questions, debates, research, etc. How might we consider how these technologies might affect people now, and in other places and times? [Objective 8] There might be sharing ideas, questions, discussion, research, etc.

Use a monitoring sheet (e.g. Ideas for Technology in New Zealand Primary Schools, pages 114-117 for Levels 1-4) to record for a year the technology topics, technology activities integrated in other learning areas, and the achievement objectives and technological areas addressed in these. Use the planning sheet (see page 5 of these notes for a suggestion) to plan what is intended to be done in a unit. If using the sheet on page 5: * List the activities in sequence in the middle column. * Indicate in the left column the achievement objectives which are addressed. * Decide what you expect students to be able to do as a result of each activity, and record this in the right column. * Decide the assessment which will be carried out, and note this at the bottom. Identify skills which might be required, and consider how these might be identified, taught, practised, and used (especially Objectives 5 and 6)

WHAT ASSESSMENT SHOULD WE CONSIDER?

Should our assessment be diagnostic, and/or formative, and/or summative? Should our assessment be subjective and/or objective? How much will we assess knowledge and understanding, skills and their application, and attitudes? Should we assess what students know and can do (qualitative, or 2-point scale), or how well they know or can do (quantitative, or sliding-scale)? (see pages 70-77,82-84 of More About Technology in the New Zealand Curriculum Neal Utting; also see Assessment: Policy to Practice Ministry of Education, 1994) Could we consider the importance of overall (holistic) assessment, and how this might be carried out and recorded? If so, how will this be supported by assessment of some key parts (e.g. some achievement objectives), and details of these? (see pages 78-79 of More About Technology in the New Zealand Curriculum) Which achievement objective (or objectives) will we assess? Generally assessment of one or two and perhaps no more than three objectives in one topic is manageable. Include and assess a range of objectives through a year perhaps some might be assessed more than once, to determine if progress is being made. This does NOT mean that we should try and assess all objectives. (see pages 80-81 of More About Technology in the New Zealand Curriculum) How will we decide how we will carry out assessment? In practical activities, should we assess the processes involved and/or products? How much assessment could be by observing and assessing the students as they are carrying out tasks? How much should our assessment endeavour to determine progress being made in learning, as well as the level of the quality of students work? Which assessment methods might we use? (e.g. informal, observation, self-assessment, peer-assessment, conferencing, portfolios, benchmark exemplars (samples of work, etc), written tests) (see pages 72-73, and 82-84 of More About Technology in the New Zealand Curriculum; also see Assessment: Policy to Practice Ministry of Education, 1994) Could we consider whether students might prepare portfolios, and how these might be used in assessing students. (see pages 126-128 of More About Technology in the New Zealand Curriculum) How can we tell the level that our students are working at? Should we assess our students in terms of what we consider to be the level the class is at or in terms of what we consider each individual is capable of? (see pages 87-88 of More About Technology in the New Zealand Curriculum)

Topic: Technological Area(s):

ACH. OBJs ACTIVITIES (Learning Experiences)

Class(es)

EXPECTED OUTCOMES
The students will be able to:

Assessment:

(Planning sheet for units in technology. From Ideas for Technology in New Zealand Primary Schools, by Neal Utting, page 100)

Topic: BRIDGES Technological Area(s): Structures and Mechanisms

ACH. OBJs ACTIVITIES (Learning Experiences)

Class(es)
EXPECTED OUTCOMES
The students will be able to:

Intro. Make and test bridges between two piles of books or Activ. blocks, using 2 sheets of A4 paper and sticky tape 5 1 Suggest, list and discuss ideas relating to a problem about bridges ... ... and/or discuss knowledge and understanding about bridges Discuss the purposes of bridges Find pictures of bridges; classify according to type Investigate the history of bridges Prepare presentations on the types, location, history, etc. of bridges Investigate bridges in the local district, identifying technological principles (e.g. different types, suitability for location, strength, safety, etc.) Investigate how bridges are designed and constructed Identify and discuss the effects of bridges (and if these were closed) on the local community Discuss how people can influence local developments such as new bridges Identify a possible need or opportunity which relates to a problem about bridges; obtain and discuss information about this (survey, etc) Suggest, describe, discuss, and explore possible solutions to an identified problem, including: materials; equipment; size; shape; etc.; select an appropriate solution to develop Plan, design, obtain materials, and create the selected solution Discuss with others plans, progress, and results Test, evaluate and improve results

Make and test model bridges made from simple materials Discuss any problems relating to bridges Discuss and record their ideas about bridges Identify and discuss different types of bridges Present information in an appropriate way Describe/discuss features of bridges in the local district Describe the designing and construction of bridges Suggest ways in which bridges affect people Suggest how a new bridge might be obtained Discuss a problem; obtain information

2a

3 8 7

6a

Suggest and discuss how an activity might be carried out Assist in designing and making the selected activity Show and discuss their work Suggest and carry out ways to improve their results

6b 6c 6d

Problems and activities might include: Prepare and conduct a survey to determine support for possible additional bridges in the local district; consider a bridge as part of playground equipment; make a bridge as part of a roadway in a sandpit; make a model of a bridge as part of a display; make a model of a bridge which might be built locally; etc (Sample plan of a unit, using the planning sheet on the previous page. From Ideas for Technology in New Zealand Primary Schools, page 29)

Although the title of the book Ideas for Technology in New Zealand Primary Schools indicates that this was written for teachers in primary schools, it is also very suitable for all levels which the technology curriculum includes.

Ideas for Technology in New Zealand Primary Schools is published by:

Resources
Resources for Technology and Computer Graphics Education

EDENT RESOURCES
PO Box 16 193, Hamilton, NZ fax: +64 7 8434431 email: edent@ihug.co.nz

For more about this book, see www.edent.co.nz