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Generic Technology Achievement Standards in the Digital Technology Classroom Gabrielle Ashton Team Solutions, Faculty of Education The University of Auckland. Generic Technology 1.8 (91051) Demonstrate understanding of how different disciplines influence a technological development.
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Team Solutions, Faculty of EducationThe University of Auckland
The technological development explored must clearly draw from two or more disciplines and involve collaboration between individuals. Examples of technological developments include but are not limited to – refrigeration, bicycles, virtual reality, world wide web (www), smart materials, functional foods, flat pack furniture, remote control.
Repetitive process, potential, core development, pitching, unique, original, concept, key role, environment, programmer, communication skills, animation, parameter, confidential, scoping,
code leads, specific discipline, risk/reward, pattern, pre- production, “green light”, propriety code, middleware, track editor, prototyping, graphics, hardware, manufacturer, bugs, usability testing, target market, builds of games, intellectual property, license, franchised, iterative process,
A report that demonstrates understandingwill:
A report that demonstrates in depth understandingwill also:
discuss how knowledge, practices and collaboration interacted to impact on the development of the promotional product
Exploring the given context and issue
Identifying a need or opportunity
Who are the stakeholders?
Attributes are broad descriptive aspects of the physical and functional nature of atechnological outcome.
FunctionalPerformance ….what can it do?
PhysicalAppearance…… what it looks like and of is comprised of
A friend has bought an existing glass shop /warehouse. At the moment the shop sells glass and does lead light repairs customers. The business has been going for 55years, all advertising is done by word of mouth and the yellow pages. There is very little foot traffic past the shop so sales are falling off. The new owner is going to start glass classes to encourage people to visit the shop. As well he wants to sell glass and glass equipment. He would like to develop a client base who have regular updates to new products and classes
This standard requires students to provide evidence of their understanding of the relationship between design elements and the quality of a design, with consideration of the context that the product was designed to be placed or used in.
Students will demonstrate their knowledge of design elements by analysing and explaining the key design elements that underpin the design of two websites selling outdoor clothing. This explanation requires students to determine the quality of the design the websites, in terms of both subjective and objective aspects. Students are also encouraged to discuss how prioritisation of the design elements has impacted on the overall design and quality of the websites in terms of which site is most effective
line, balance, shape, colour, symmetry, strength, contrast, durability, alignment, texture, clarity, scale, space and proximity
…..are those linked to aesthetics (as they relate to human factors such as personal preference, style, fashion, taste, identity, image, perception, and which are based on cultural and sociological conditions).
….is opinion, judgement, assumption, belief, rumour, suspicion,
…..I like, I thought, I feel, I think, I need, this is my opinion, my thoughts are, I believe, I assume, my judgment is………….. I perceive,
………are those that can be established in a quantifiable sense (as they relate to human factors such as, purpose, operation, cost and production.)
………Objective information is factual, observable, able to be seen, heard or touched, smelled tasted, able to be described, the same from multiple reporters, as close to the truth as we can get, helpful in decision making.
………Objective Language. Students take themselves out of the situation. The …..is. , The facts are, the description is, in comparing
The websites I have chosen to demonstrate comprehensive understanding of design elements are Ice breaker and Ironbark Outdoor clothing.
The context for Icebreaker website is (fashion conscience, sophistication, style, cutting edge, high quality)
The context for Ironbark clothing website is (reliability, functionality, fit for purpose, stood the test of time)
I like the balance between the warm colours and the cool icy colours.. My perception is the range is coordinated
The cold of the ice symbolizes extremes of nature i.e. ice, snow.
I perceive line is used in this website to look like ice, so the buyer immediately thinks “I need warm clothing”. As well line is used to provide the viewer with clear direction to the links available
The entire composition replicates broken glass, is brittle which symbolizes extreme cold in outdoor conditions
I consider line is used in this website to give a look of solidarity, it is very uniform, like used in bank websites “I can be trusted”
The line used in this website is structured and of similar weight
Evidence for assessment can be presented as a coherent report containing a range of annotated sketches and photographs, notes, quotes from articles and/or written discussions. The report may be written or presented in a digital media format (e.g. PowerPoint, website).