Technology

Learning about Technology

Technology is about solving problems and about intervention by design.

Design is: The use of practical and intellectual resources to create and develop products and systems (technological outcomes) that expand human possibilities by addressing needs and realising opportunities.

Design is characterised by innovation and adaptation and is at the heart of technological practice. Design is informed by critical and creative design thinking and awareness of practices such as design processes and computational thinking.
At the heart of the “good old number 8” New Zealander is a technology practitioner, skilled by adversity, isolation and necessity, in adapting and innovation. Using the materials around him and inventing those that arent.

Technology’s strength is that it encourages use of a range of skills and knowledge of practices for exploration and communication, some specific to areas within technology and some from other disciplines.
These include visual literacy; the ability to make sense of images and the ability to make images that make
sense, digitally-aided design, programming, software development and other forms of technological
modelling.

Technology education seeks to build on that natural, latent skill by adding in quality, methodology and informed, critical and creative think and practices.

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.

The three learning strands: Technological Practice, Technological Knowledge, and Nature of Technology are embedded in each of the five learning areas of Technology. eaching and learning programmes will integrate all three, though a particular unit of work may focus on just one or two.

The five learning areas are:

  • Computational thinking for digital technologies
  • Designing and developing digital outcomes
  • Designing and developing materials outcomes
  • Designing and developing processed outcomes
  • Design and visual communications

Over the pathway from years 1–10, students will gain learning and experience in all five technological areas.
Knowledge and skills are learned in context.

Knowledge and skills are learned in context. By offering a variety of contexts, teachers help their students to recognise links and develop generic understandings. Students should be encouraged to access relevant knowledge and skills from other learning areas.

Access the Technology Unit Plan Templates From Here

Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level7 Level 8

In the technological practice strand, students examine the practice of others and undertake their own. They develop a range of outcomes, including concepts, plans, briefs, technological models, and fully realised products or systems. Students investigate issues and existing outcomes and use the understandings gained, together with design principles and approaches, to inform their own practice. They also learn to consider ethics, legal requirements, protocols, codes of practice, and the needs of and potential impacts on stakeholders and the environment.

Through the technological knowledge strand, students develop knowledge particular to technological enterprises and environments and understandings of how and why things work. Students learn how functional modelling is used to evaluate design ideas and how prototyping is used to evaluate the fitness for purpose of systems and products as they are developed. An understanding of material properties, uses, and development is essential to understanding how and why products work the way they do. Similarly, an understanding of the constituent parts of systems and how these work together is essential to understanding how and why systems operate in the way they do.

Through the nature of technology strand, students develop an understanding of technology as a discipline and of how it differs from other disciplines. They learn to critique the impact of technology on societies and the environment and to explore how developments and outcomes are valued by different peoples in different times. As they do so, they come to appreciate the socially embedded nature of technology and become increasingly able to engage with current and historical issues and to explore future scenarios.

In years 11–13, students work with fewer contexts in greater depth. This requires them to continue to draw fully on learning from other disciplines. For example, students working with materials and/or food technology will need to refer to chemistry, and students working on an architectural project will find that an understanding of art history is invaluable. Some schools may offer courses such as electronics and horticulture as technology specialisations.

Learning for senior students opens up pathways that can lead to technology-related careers. Students may access the workplace learning opportunities available in a range of industries or move on to further specialised tertiary study.

 Access the Technology Units here

 

plans,units,resources-education Computational Thinking for Digital Technologies

Computational thinking enables a student to express problems, and formulate solutions in a way that means a computer can be used to solve them.
Students develop computational and algorithmic thinking skills, and an understanding of the computer
science principles that underlie all digital technologies. They become aware of what is, and is not, possible
with computing, so they are able to make judgements and informed decisions as citizens of the digital world.
Students learn core programming concepts and how to take advantage of the capabilities of computers, so that they can become creators of digital technologies, not just users. They will develop an understanding of how computer data is stored, how all the information within a computer system is presented using digits, and the impact that different data representations have on the nature and use of this information


Designing and developing digital outcomes

Students understand that digital applications and systems are created for humans by humans. They develop increasingly sophisticated understandings and skills related to designing and producing quality, fit-for-purpose, digital outcomes.
They develop their understanding of the digital information technologies that people need in order to locate, analyse, evaluate, and present digital information efficiently, effectively, and ethically. They become more expert in manipulating and combining data, using information management tools to create an outcome. They become aware of the unique intellectual property issues that arise in digital systems, particularly approaches to copyright and patents.
Students also become more aware of how to build, install, maintain, and support computers, networks, and
systems so that they are secure and efficient.
Students develop knowledge and skills in using different creative digital technologies to create digital content for the web, interactive digital platforms, and print. They construct digital media outcomes that integrate media types and incorporate original content.
They also learn about the way electronic components and techniques are used to design digital devices, and
become increasingly skilled in integrating electronic components and techniques to assemble and test an
electronic environment.

Designing and developing materials outcomes

Students develop knowledge and skills to form, transform and manipulate resistant materials, textiles and fashion in order to create both conceptual and prototype technological outcomes that solve human problems and satisfy needs and opportunities.
They develop an increasing awareness and understanding of the systems, structures, machines and techniques used in manufacturing products. They gain experience from using manufacturing processes and related quality assurance procedures to produce prototypes, batches or multiple copies of a product.
Students demonstrate increasingly critical, reflective and creative thinking as they evaluate and critique technological outcomes in terms of the quality of their design, their fitness for purpose and their impact and
influences on societies and the environment. They become increasingly skilled in applying their growing
knowledge of design principles to create innovative and feasible outcomes that realise opportunities or
resolve current and future-focused real world issues.

Designing and developing processed outcomes

Students develop knowledge of the materials and ingredients that are used to formulate food, chemical, and biotechnological products. They develop their expertise in forming, transforming and manipulating materials or ingredients to develop conceptual, prototype and fnal technological outcomes that will meet the needs of an increasingly complex society.
Students engage in a range of processes related to food technology, biotechnology, chemical technology, and agricultural technologies. They explore the impact of different economic and cultural concepts on the development of processed products, including their application to product preservation, packaging, and storage.
They also develop understandings of the systems, processes and techniques used in manufacturing products and will gain experience from using these, along with related quality assurance procedures, to produce prototypes or multiple copies of a product.
Students demonstrate increasingly critical, reflective and creative thinking as they evaluate and critique
technological outcomes in terms of the quality of their design, their fitness for purpose and their wider
impacts. They become increasingly skilled in applying their growing knowledge of design principles to
creating desired, feasible outcomes that resolve real world issues

Design and visual communications

Students learn to apply design thinking and develop an awareness of designing by using visual communication
to conceptualise and develop potential design ideas in response to a brief. In doing so they develop a visual
literacy; the ability to make sense of images and the ability to make images that make sense. Students apply
their visual literacy by using sketching, digital modes and other modelling techniques to produce effective
communication and presentation of design ideas.

Students draw on their knowledge of design to understand that designers identify the qualities and potential of design ideas in terms of the broad principles of design (aesthetics and function) and of sustainability, and that they are influenced by human, societal, environmental, historical, and technological factors.

Free Education resources unit-plans

If you are doing a unit on settlement with your kids, consider doing the Misty Skies unit as part of your studies. It makes a nice comparison with the settlement of New Zealand. The difference on Rekohu is that the Europeans came before the Maori, and after the Moriori. Have a look, its fascinating and kids love it. This is something completely new for them and gets them away from the ‘same old stuff’ that some teachers tend to teach for their Treaty topics.

To download unit plan templates in each curriculum area, simply go to the appropriate curriculum area by clicking on one of the links to the left. Each curriculum page has a drop-down list containing all of the unit plan templates….(for free)…..or you could try this drop-down list below?