The Nature of Technology Strand Explanatory Papers Updated May 2010
Characteristics of Technology
Senior Primary/Intermediate (Years 5-8)
Possible learning experiences
The learning experiences suggested below have been provided to support teachers as they develop their understandings of the Characteristics of Technology component of the Nature of Technology strand and how this could be reflected in student achievement at various levels. There is no expectation that these would form the basis of any specific unit of work in technology. The learning experiences have been written in such a way as to support student learning across a range of levels. This stance reflects the majority of classrooms where it is expected that students will demonstrate a range of levels of achievement.
Students could work in 'expert groups' to undertake an exploration of a selected technological development that is related (in some way) to the current or future context within which they will undertake their own Technological Practice. If the teacher planned to have students involved in developing a skin care product for example, different groups might look at developments associated with: a specific product from the past, a specific product currently available, essential oil extraction, Māori practices associated with skin care, evaluation procedures, packaging protocols, etc.
Each group would explore how historical contexts and environmental locations have impacted on the selected development, and provide specific examples of the influence of particular people, groups, or social conventions. They could also explore how the technological development had impacted on individuals, society, and the environment. Students identify the knowledge that was necessary for different stages of the development and explain how such knowledge influenced decision making at key points.
The students explain to the teacher why the technological development they have selected might be useful in developing a better understanding of the context within which their own Technological Practice will be undertaken. Prior to the group beginning to work in-depth teachers provide guidance on how realistic/appropriate the selected development is, based on things like the availability of resources (information and/or people) and its relevance to future work. Each group develops a means of presenting their results to the whole class for critique. Class discussions are held to identify points of commonality and difference, and to begin to identify the different types of knowledge that underpin technology.
Students achieving at level 2 could be expected to:
- identify how their selected technological development has changed over time;
- identify both positive and negative impacts that the development has had on a variety of people in the past and today; and
- make suggestions as to how their technological development might impact on how people do things in the future .
Students achieving at level 3 could be expected to:
- explain why their selected technological development has changed over time;
- describe how their selected technological development has impacted on the social world over time;
- describe how their selected technological development has impacted on the natural world over time; and
- describe what technological knowledge is.
Students achieving at level 4 could be expected to:
- identify how their selected technological development has changed people's sensory perception and/or physical abilities and discuss the potential short and long term impacts of these changes;
- identify examples of creative and critical thinking within their selected development; and
- identify the knowledge and skills that have supported different selected developments and categorise these into different disciplines.
RSS Feed