So you're teaching technology
These six introductory modules present some key concepts, resources, and insights from research for you to explore with your colleagues or on your own.
They may be particularly useful for teachers who are new to technology education (or to teaching technology in New Zealand) and for teachers in charge of technology.
Module 4: A coherent programme across levels
A coherent programme covers all eight curriculum components over a specified timeframe and supports student development of context-specific knowledge and skills. This takes more than a year so teachers at different year levels plan and work together, and share their knowledge of what individual students know and can do.
The curriculum strands and components don’t need to be taught in a particular order or combination.
Coverage in years 1–10
Experience suggests that:
- in years 0–6, the eight components should be covered in two three-year programmes (years 1–3 and 4–6)
- in years 7–10, the eight components should be covered in two two-year programmes (years 7–8 and 9–10).
Coverage in years 11–13
In years 11–13, the senior technology programme should be planned as a unified whole with multiple exit points. The achievement objectives provide a common framework, with a further priority being the development of specialist knowledge and skills.
Questions to think about or discuss
- Who are the teachers of technology in your school? Who coordinates the planning of your school’s technology teaching and learning programme? How closely do you work together?
- If your school does not have a school-wide technology programme, what could you do about it?
If your school does have a school-wide technology programme:
What are its key features?
How effectively has it been implemented?
How do you determine what students know and can do?
Do teachers have a common understanding about what this learning looks like?
- How do you and your colleagues use understandings about what students know and can do when planning for further learning?
Module 1: What is technological literacy? | Module 2: Teacher knowledge | Module 3: Key resources | Module 4: A coherent teaching programme across levels | Module 5: Insights from research | Module 6: Next steps
These videos describe integrating technology into teaching and learning programmes and building rich technology units within programmes of inquiry.
Columba College has a 3 year technology plan for their primary school. Dorothy Hutton, the teacher-in-charge of years 0–6 technology, works with the teachers to ensure the plan is implemented and to share knowledge.
Kathleen Hepburn at the South Otago high School and Chrisitne Elder at the technology centre worked with all of the technology teachers to plan a coherent programme and grow teacher knowledge. Christine has established meetings with some of the client primary schools to develop their curriculum understandings.
Passport to high school (in which students create and maintain an e-portfolio of their understandings and achievements) is an innovative solution to documenting progression.
Toni Tippet at St Peters Gore has grown teacher knowledge of the curriculum by teachers planning, developing workbooks, and moderating student work as a team.