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Ministry of Education.
Kaua e rangiruatia te hāpai o te hoe; e kore tō tātou waka e ū ki uta

Element 3 - Aspect 2 - Strategies

  Teacher Education – Pre-service

Element 3

Aspect 2: Understanding Technology

Strategy 1

Snakes and Ladders game

To familiarise students with the structure and learning intentions of technology in the New Zealand Curriculum (NZC) (Ministry of Education, 2007).

This game consists of a board similar to "Snakes and Ladders" with counters and dice.

A set of cards pose questions related to the different technology curriculum strands and components. The content of the cards includes a few questions relating to the front end of the NZC document, for example key competencies.

Students in groups are directed to play the game using rules from a traditional "Snakes and Ladder" game and answer questions either using the NZC document or referring to the NZC after attempting to answer questions.

Supporting materials
"Snakes and Ladders" game board and cards developed by Kerry Lee, University of Auckland:

Note: This activity also positions technology in the NZC (Ministry of 2007: Element 1; Aspect 3).

Prepared by Moira Patterson.

Strategy 2

Kotuku – Authentic context

To explore a historical example of Technological Practice to identify factors that contribute to an authentic learning context.

This video recording discusses the design and building of a bungalow by the pupils of Jacks' Mill School at Kotuku when Edward Darracott was headmaster from 1935-1941. It includes interviews with three former pupils, Tom, Rosemary, and John O'Brien.

It also follows contemporary examples of construction projects by students from the Catholic Cathedral College in Christchurch and Tahuna Normal Intermediate, Dunedin.

The video footage is used to explore the potential of what can be achieved when students work with an authentic context. Initially, a PNQ (Positive, Negative, Questions) graphic organiser is used to establish the value of authentic learning in this context. Discussion continues into the exploration of what are the key attributes that contribute to a context's level of authenticity.

Wider application: this video has been used as an example of curriculum integration when exploring models of integration. As such, it sits well with Beane's model. 

Supporting Materials:

Strategy 3

To familiarise students with the generic learning intentions of technology in the New Zealand Curriculum (NZC) (Ministry of Education, 2007) within each component in all three strands in technology education.

This activity links to explanatory papers listed on Technology Online. The handout asks students to list key ideas or understandings they have gained from reading the background paper for each component. It aims to extend students' understandings about what children should learn in each component within each strand.

Supporting materials: Handout material developed by Paul Neveldsen, University of Auckland FOE.

Prepared by: Moira Patterson.

Strategy 4

Interpreting AO's using progression indicators

To assist students' interpretations of AOs using progression indicators at different levels to inform planning decisions in technology education.

There are several ways to manage this experience. Students can either work in groups addressing all eight components or the class can be organized into eight groups, with each group focusing on one of the eight components.

After establishing a context – for example, food technology – and a level – for example level 2 – students use sets of progression indicators to plan appropriate activities to support learning in the different components.

If organised into eight groups working on a common context, then activities from each group can be shared to develop a class resource for later teaching purposes.

Supporting materials

Prepared by Moira Patterson.

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