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The 21 st Century Technology Teacher. Beth McCrystal, Malcolm Howard, Lesley Pearce Team Solutions The Auckland University www.technologynz.wikispaces.com. Learning intention. To construct a student centered level 3 Technology programme

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The 21 st century technology teacher

The 21st Century Technology Teacher

Beth McCrystal, Malcolm Howard, Lesley Pearce

Team Solutions The Auckland University

www.technologynz.wikispaces.com


Learning intention
Learning intention

  • To construct a student centered level 3 Technology programme

  • To inquire into our existing teaching practices with the purpose of ensuring we are meeting all the needs of every 21st century learner


What does that look like
What does that look like…..

a curriculum that sets out what we want students to know and to be able to do

Because

our population has become increasingly diverse, technologies are more sophisticated, and the demands of the workplace are more complex. Our education system must respond to these and the other challenges of our times.


The new zealand curriculum
The New Zealand Curriculum

  • is a clear statement of what we deem important in education.

  • It takes as its starting point a vision of our young people as lifelong learners who are confident and creative, connected, and actively involved.


  • It includes a clear set of principles on which to base curriculum decision making.

  • It sets out values that are to be encouraged, modelled, and explored.

  • It defines five key competencies that are critical to sustained learning and effective participation in society and that underline the emphasis on lifelong learning.


Ministry priorities
Ministry Priorities curriculum decision making.

  • Ensuring the success of every student through developing the potential and success of the target student groups:

    • Māori learners

    • Pasifika learners

    • Learners with special needs

  • to develop the competencies and qualifications they require via a range of relevant pathways such as The Youth Guarantee, to improve access to tertiary, work training and/or employment.


The challenge
The challenge curriculum decision making.

“…now is to build on this framework, offering our young people the most effective and engaging teaching possible and supporting them to achieve to the highest of standards.”


What is your vision for the 21 st century learner who are they how do they learn
What is your vision for the 21 curriculum decision making. st Century learner? Who are they? How do they learn?


Nzc s vision
NZC’s vision curriculum decision making.

Students:

  • who will be creative, energetic, and enterprising

  • who will seize the opportunities offered by new knowledge and technologies to secure a sustainable social, cultural, economic, and environmental future for our country

  • who will work to create an Aotearoa New Zealand in which Māori and Pākehā recognise each other as full Treaty partners, and in which all cultures are valued for the contributions they bring

  • who, in their school years, will continue to develop the values, knowledge, and competencies that will enable them to live full and satisfying lives

  • who will be confident, connected, actively involved, and lifelong learners.



Brown brother video
Brown Brother Video teaching?

http://www.youtube.com/watch?v=L_yjjtg8nGQ

Student and prefect from Mt Roskill Grammar, Joshua losefo, he is Samoan and Niuean.


Youtube video of students today
YouTube video teaching?of Students Today

  • http://youtu.be/_A-ZVCjfWf8


A 21 st century culture
A 21 teaching?st century culture

  • Students should be engaged in relevant and contextual problem- and project-based learning designed to develop 21st century skills and using a multi-disciplinary approach.

  • Curriculum should apply to students’ current and future lives

  • Schools should create a culture that supports and reinforces innovation for student learning and leverages the creativity and ingenuity of every adult and student to solve their unique problems


Personal reflection
Personal reflection teaching?

  • What have you done in the last year to change your practice and what was the impact of your teaching on your students?


Page 35 nzc effective pedagogy
Page 35 NZC Effective teaching?pedagogy

  • create a supportive learning environment

  • encourage reflective thought and action

  • enhance the relevance of new learning

  • facilitate shared learning

  • make connections to prior learning and experience

  • provide sufficient opportunities to learn

  • inquire into the teaching–learning relationship.


Personal inquiry into your pedagogy
Personal Inquiry into your pedagogy teaching?

  • Complete individually the chart on effective pedagogies




A process
A process programme

The student

What are the big ideas?

Links to the NZC

Other factors at NCEA level 3

Assessment options


The big ideas
The big ideas programme

  • What are the big ideas?

  • What are the goals for the course?

  • What do you want students to know by the end?

  • What do you want students be able to do by the end?


The aim of technology education
The aim of technology education programme

The aim of technology education is for students to develop a broad technological literacy that will equip them to participate in society as informed citizens and give them access to technology related careers.

From P32 of the NZC – the technology learning area statement


The three strands
The three strands programme

  • Technological Practice

  • Technological Knowledge

  • Nature of Technology

    (Plus specialist knowledge and skills)

From P32 of the NZC – the technology learning area statement


Keeping our eye on the ball
Keeping our eye on the ball programme

Adaptation and innovation

creativity

Informed, critical, and creative thinking and practice

Quality outcomes

Addressing real needs and opportunities

Intervention by design


Example a materials course
Example – a materials course programme

A context = outdoor furniture for apartments

An issue = lack of outdoor children’s furniture for apartments or …

A need or opportunity = a child’s table and chair set for an apartment balcony or …


Example goals for the course
Example - goals for the course programme

  • Product design -materials

  • Mix of practical and theory

  • A focus on ‘good’ design

  • Understanding and working with a range of materials

  • Allow students access to scholarship

  • Emphasis on high quality outcomes


The student will learn about the following
The student will programmelearn about the following:

  • Principles and elements of design and influential design movements and designers

  • The relationship between furniture and society and the impacts of each on the other

  • The nature of modelling, reasoning and evidence and how this is applied in a range of technological outcomes

  • Learn about sketching and drawing


The student will learn about the following1
The student will programmelearn about the following:

  • Students will use these key ideas to develop design ideas and a conceptual design to be communicated and tested in a variety of mediums and use functional modelling to demonstrate the conceptual designs potential fitness for purpose

  • Investigation of properties of a range materials including new materials and smart materials


What will students be able to do
What will students be able to do programme:

  • The students will develop a prototype to address an identified issue through the development of a brief and generations of design ideas and conceptual designs. It is expected that the student will develop a range of techniques and skills in the construction of the prototype which will be fully tested during its development and when completed and places in its intended social and physical location.

  • The modelling techniques demonstrated should show an understanding of the range of evidence and reasoning gained and applied when making decisions and planning for practice.

  • While developing the prototype students will critically analyse a range of technological outcomes to inform the development of their own outcomes and identify the relationship between technological outcomes and society.


A process1
A process programme

The student

What are the big ideas?

Links to the NZC

Other factors at NCEA level 3

Assessment options


The nzc
The NZC programme

Ensure the programme reflects the NZC:

  • Principles

  • Values

  • Key Competencies

  • Effective Pedagogy including teaching as inquiry

  • The technology learning area statement and objectives


Curriculum objectives and guidance
Curriculum programmeobjectivesand guidance

  • Level three achievement standards are based on level eight objectives (AOs and LOs)

  • The generic technology standards 3.1 to 3.9 are based on level eight achievement objectives (AOs) and are available on Techlink now

  • The other standards 3.10 to 3.62 are based on level eight learning objectives (LOs) which are not available yet but are expected later this year.


Aos teacher guidance indicators
AOs, teacher guidance, indicators programme

http://www.techlink.org.nz/curriculum-support/indicators/index.htm


Los teacher guidance indicators
LOs, teacher guidance, indicators programme

http://www.techlink.org.nz/curriculum-support/indicators/index.htm



Teaching programme and assessment programme
Teaching programme and Assessment programme programme

  • Not everything taught needs to be assessed.

  • What does the teaching programme look like?

  • What does the assessment programme look like?





A process2
A process programme

The student

What are the big ideas?

Links to the NZC

Other factors at NCEA level 3

Assessment options


Other considerations at level 3
Other considerations at level 3 programme

  • Meeting UE requirements

  • Scholarship

  • Literacy requirements

  • Vocational pathways


University entrance
University entrance programme

  • Current criteria

  • Changes for 2013

  • New criteria for 2014


Current ue requirements
Current UE requirements programme

  • 42 credits at Level 3 or higher, made up of:

    • 14 credits in one approved subject

    • 14 credits in another approved subject

    • 14 credits from one or two additional domains or approved subjects

  • Literacy requirements - 8 credits in English or te reo Maori at Level 2 or higher

  • Numeracy requirements - 14 credits in Numeracy at Level 1 or higher


Ue requirements changes to the approved subjects list
UE requirements – changes to the ‘approved subjects’ list

Added to the ‘approved subjects’ list for 2013 are:

  • Digital Technologies

  • Design and Visual Communication

  • Processing Technologies

  • Construction and Mechanical Technologies

    Removed from the list for 2014 are:

  • Computing

  • Graphics

    Note: Technology stays on the list in addition to the four new specialist technology ‘subjects’ to allow for delivery of non-specialist courses.


Changed ue requirements from 2014
Changed UE requirements listfrom 2014

From 2014 (ie entry to university in 2015), to be awarded UE you will need:

  • NCEA Level 3

  • Three subjects - at Level 3 or above, made up of: 14 credits each, in three approved subjects

  • Literacy - 10 credits at Level 2 or above, made up of:

    • 5 credits in reading

    • 5 credits in writing

  • Numeracy - 10 credits at Level 1 or above, made up of:

    • achievement standards – specified achievement standards available through a range of subjects, or

    • unit standards - package of three numeracy unit standards

      http://www.nzqa.govt.nz/qualifications-standards/awards/university-entrance/


Level 3 standards that count towards ue literacy from 2014
Level 3 standards that count towards UE literacy from 2014 list

Note – no level 2 technology standards count for UE.


Scholarship
Scholarship list

Technology and DVC are on the list of scholarship subjects for 2013. Will next be reviewed in 2014 for 2015.


Technology scholarship
Technology scholarship list

The revised technology scholarship standard is not available yet, but it will link to the level 8 technology objectives across all three strands of the technology curriculum

  • The three strands (Technological Practice, Technological Knowledge, Nature of Technology) must be incorporated in the teaching programme.

  • The three strands may (but does not have to) be represented in the assessment programme .


Scholarship1
Scholarship list

Key criteria (common to all subjects)

The student will demonstrate aspects of high level:

  • analysis and critical thinking

  • integration, synthesis and application of highly developed knowledge, skills and understanding to complex situations

  • logical development, precision and clarity of ideas.


Scholarship2
Scholarship list

Explanatory notes for technology:

About technological experiences from all three strands of the technology curriculum:

  • Technological practice

  • Technological knowledge

  • Nature of technology

    So a scholarship report in 2013 will look different!


Ncea literacy and numeracy
NCEA literacy and numeracy list

  • NCEA Level 1 literacy criteria now a requirement to pass NCEA level 2 in 2013 and level 3 in 2014

  • Level 3 standards count towards level 1 literacy and numeracy from 2013

  • Not to be confused with UE literacy and numeracy requirements.



Course endorsement
Course endorsement and numeracy from 2013

14 credits including at least 3 credits externally assessed and 3 credits internally assessed

So including at least one external could be important for:

  • Course endorsement

  • Broadening the nature of the course

  • Preparing for scholarship


Vocational pathways
Vocational and numeracy from 2013pathways

http://youthguarantee.net.nz/For-educators


A process3
A and numeracy from 2013process

The student

What are the big ideas?

Links to the NZC

Other factors at NCEA level 3

Assessment options


Now consider assessment options
Now consider assessment options and numeracy from 2013


Sources of information
Sources of information and numeracy from 2013


Key messages
Key messages and numeracy from 2013

www.techlink.org.nz/Teacher_Education/In-service/PD-support/Senior-Secondary/Key-Messages/Index.htm


The step up from level 7 to level 8
The step up from level 7 and numeracy from 2013to level 8

Recurring themes at level 8:

  • Fitness for purpose in its broadest sense.

  • A bigger picture view egconsiderations of the context throughout practice


Note about clients
Note about clients and numeracy from 2013

Note: The requirement to have a client is no longer the step-up mechanism to level 8 (as it is with the current level three technological practice standards).

Students can still have a client and a client issue if they wish at this or any level.


Example a chair fitness for purpose
Example – a chair and numeracy from 2013Fitness for Purpose

Our understanding of fitness for purpose at lower curriculum levels:

  • It works!

  • It meets the brief

  • It resolves the issue

  • Stable

  • Comfortable

  • Ergonomic

  • etc


Chair fitness for purpose in its broadest sense
Chair – Fitness for Purpose in its broadest sense and numeracy from 2013

  • Sustainability of resources used

  • Practices used in the manufacture

  • Maintenance

  • Ultimate disposal


Fitness for purpose at level 3
Fitness for purpose at level 3 and numeracy from 2013


Context and issue
Context and issue and numeracy from 2013

Context refers to the wider social and physical environment in which technological development occurs. Eg outdoor living

An issue in technology refers to a specific subset of the context that will allow students to identify a need or opportunity. Eg a lack of outdoor furniture for young children


Example consideration of the context
Example – Consideration of the context and numeracy from 2013

A context = outdoor furniture for apartments

An issue = lack of outdoor children’s furniture for apartments

A need or opportunity = a child’s table and chair set for an apartment balcony


Example consideration of the context1
Example – Consideration of and numeracy from 2013the context

Considerations of the context throughout practice:

  • Limited balcony space

  • Body corporate rules

  • Design in keeping with the building’s design

  • Material suitability

  • Access issues

  • Safety considerations


Personal reflection1
Personal reflection and numeracy from 2013

Brief discussion with person next to you about anything that arose from this part of the session:

  • The big ideas

  • The process

  • Particular requirements at level 3

  • Fitness for purpose in the broadest sense

  • Context considerations



Prof. traditional academic content that we measure today but also new skills and new SugataMitra is Professor of Educational Technology at the School of Education, Communication and Language Sciences at Newcastle University, UK.


“If children have interest than education happens” traditional academic content that we measure today but also new skills and new

“Education is a self-organizing system, where learning is an emergent phenomenon.” (SugataMitra)

http://www.ted.com/talks/sugata_mitra_the_child_driven_education.html


  • The traditional academic content that we measure today but also new skills and new "Hole in the Wall" project demonstrates that, even in the absence of any direct input from a teacher, an environment that stimulates curiosity can cause learning through self-instruction and peer-shared knowledge.

  • Education-as-usual assumes that kids are empty vessels who need to

    be sat down in a room and

    filled with with curricular

    content. Dr. Mitra's

    experiments prove that is

    wrong."


How can we apply this philosophy to our classrooms
How can we apply this philosophy to our classrooms? traditional academic content that we measure today but also new skills and new

  • 21st century learner has to take charge of their learning

  • What opportunities are we giving our students?

    - are we facilitating self discovery?

    - think about new ways of teaching

    - designing a programme to meet student needs


“If we teach today's students as we taught yesterdays, we rob them of tomorrow ”  

John Dewey


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