Element 4 Aspect 1: Planning
Teacher Education – Pre-service
Aspect 1: Planning
Outlines how programmes of learning and lessons/activities can be planned in technology.
To support student teachers to understand how to develop programmes and lessons/activities in technology that offer opportunity for authentic contexts and practice.
Programmes, units and lessons, activities, authentic contexts, practice, planning.
Title: The development of expertise: the journey from acclimation to proficiency
Reference: Alexandra, P. (2003). The development of expertise: the journey from acclimation to proficiency. Educational Researcher November 32 (8).
Abstract: edr.sagepub.com/content/32/8/10.abstract (free of charge)
Full pdf: edr.sagepub.com/content/32/8/10.full.pdf+html (subscription required)
Review statement: This article introduces the model of domain learning developed to explore the different ways topic and domain knowledge is gained. Different stages of expertise development are discussed. The three stages examined are acclimation, competence and proficiency/expertise. This is a very interesting article, in that it may challenge teachers' expectations of learning regarding domain knowledge and the important role of interest topic knowledge.
Keywords: domain knowledge, topic knowledge, acclimation, competence, and expertise
Reviewer: Moira Patterson
Title: The place of authentic Technological Practice and assessment in technology education.
Reference: Fox-Turnbull, W. (2002). The place of authentic Technological Practice and assessment in technology education. International Journal of Technology and Design Education 12, 23-40.
This paper begins by exploring the history around the development of the 1995 technology learning area to give a theoretical underpinning to why authenticity and an authentic learning context are of interest. It explores the reasons to why a level of confusion surrounds these concepts.
The author explores related research around what authenticity is and theoretical models of learning, to define its application and relevance to the New Zealand context.
This definition is linked to classroom application to highlight the value of providing learning experiences that are authentic to Technological Practice or real world technology in order to make learning relevant for students.
Keywords: Curriculum development, technology education, authentic learning context, Technology in the New Zealand Curriculum.
Reviewer: Angela Miller.
Title: Technology Programme Design: Discussion ideas for future programme development
Reference: Explanatory Papers. Version 4, 2010. Written by Dr Vicki Compton and Cliff Harwood under contract to the Ministry of Education to support Technology in The New Zealand Curriculum. https://technology.tki.org.nz/content/download/11458/36749/file/programme-design-2596.pdf
Review Statement: This paper provides some ideas and examples for discussion to support technology programme development during the 2008-2010 transition period as schools move from technology programmes based on technology in The New Zealand Curriculum (1995) to those based on technology curriculum in The New Zealand Curriculum (2007)
Key phrases: unit, programme, progression, learning intentions, assessment, reporting.
Title: Unit Planning in Technology
Units provided by teachers as acknowledged. Support material written by Ange Compton, Dr Vicki Compton and Cliff Harwood under contract to the Ministry of Education to support Technology in The New Zealand Curriculum.
Reference:Unit Planning in Technology. Units provided by teachers as acknowledged. Support material written by Ange Compton, Dr Vicki Compton and Cliff Harwood under contract to the Ministry of Education to support Technology in The New Zealand Curriculum.
Review Statement: Programmes of learning in Technology provide context relevant learning opportunities for students supported by connected and focussed learning experiences. The overall goal of any programme in Technology is to ensure all students progress their understanding of and/or competency in the components of Technology as identified in the 2007 Technology learning area. This can only be achieved through the selection and development of appropriate contexts which provide opportunity to develop specific knowledge and skills which will serve as the basis from which students can build generic understandings and/or competencies captured in these components.
Key phrases: unit, progression, learning intentions, assessment, reporting, focussed learning experiences, context, specific knowledge and skills.
Title: Case Study: Developing Junior Technology Programmes
Developing Junior Technology Programmes
Review Statement: This case study examines a strategic department-wide approach in the implementation of the Technology learning area and the creation of an innovative teaching framework to ensure student progression through Years 9-13 in a complex, large school environment.
Key phrases: student progression, planned programme of learning, tracking of individual progress, high quality practical outcomes.