TESAC 2013: Conference paper snapshots

From t-news issue 65, August 2013

Here is a further small taste of some of the many presentations to be given at the upcoming TESAC 2013 Conference in Wellington in October.

A different image of resource development and use

Dr Lyndal Sheat, Lower Hutt Intermediate

Lyndal’s presentation is designed to meet the specific needs and requirements of Technology teaching at intermediate schools: the idea of a holistic ‘package’ that incorporates planning, implementation, assessment and reporting.

Three themes run throughout this presentation:

Acknowledging the vision for Technology teaching as presented through [web sites such as] Techlink, whilst facing up to the reality of Technology teaching at intermediate schools.
The primary importance of student engagement. When competing with the inherently exciting ‘making’ component of Technology, to teach and assess the ‘theory’ component, before we can win the minds of our students, we must win their hearts.
As a Technology teacher, my goal is to encourage extended, creative (out-of-the-box) thinking and depth understanding in my students.

Lyndal’s presentation will begin with a review of the ‘reality’ of Technology teaching at a typical intermediate school (such as Hutt Intermediate) and the implications this has for resource development and use. She will then discuss examples of activities from her classroom to illustrate her ‘package’ approach to the planning and use of resources.

Let’s Talk Technology

Wendy Fox Turnbull, University of Canterbury

Recent research indicates that students learn through talking, not only with their teachers but also with each other. This workshop investigates how and why talk increased students’ learning, and discusses some strategies that can be used in Technology to encourage critical dialogue and increase students’ motivation and thinking whether working in collaborative projects or working individually. This workshop is suitable for all teachers of Technology at all levels.

Computer science

Tim Bell, Peter Andrae and Heidi Newton

This workshop will provide an overview of the new Computer Science achievement standards (1.44, 2.44 and 3.44), including sharing resources that teachers have found useful, guidance on student reports for these standards, and a question-and-answer session around the topics in the standards.

See: http://www.cosc.canterbury.ac.nz/csfieldguide/student/Introduction.html

Worm farms

Hannah Zwartz

This workshop targets primary and intermediate teachers, but is open to all delegates.

Hannah will share the work that she has been doing with Kapiti schools, and Paekakariki (primary) School. She will share some specific lesson ideas, lesson plans and useful websites.

Stories of New Zealand innovators and innovations

Jenny Mangan and Paula Lourie, University of Waikato

A workshop for innovative future-orientated Technology educators.

Jenny Mangan is an experienced Technology teacher researching for her PhD and working as a content developer for the Learning Hubs at the University of Waikato. Paula Lourie is also a content developer with keen interest in science, education and communication.

Jenny and Lourie’s workshop session centres on innovation and technology. They will discuss/explore ‘what innovation looks like’ and where to find inspiring examples of New Zealand innovation. Participants will be able to explore the Innovation resource and see how it links to the Technology curriculum and critique some classroom activities.

It’s about Design

Terry Beech, Morrinsville College
1. Improving capability in design through improving student literacy

“Design is no longer simply a matter of form or function; it is a language and, like a language, must be fully understood before it can be used effectively” - Lakshmi Bhaskaran

Increasing students vocabulary is akin to increasing their ability to refine and problem solve. Design is a complex task that requires higher-order thinking and an ability to use precise and complex language to be specific in their intent and to ensure common understandings amongst all stakeholders in the design process. By using matrices that guide students through the design process and the use of examples, as well as frameworks, for response students can build on their current understanding to engage in enhanced outcomes.

A programme of work that has been specifically designed to increase students’ ability to use design language will be presented. This includes describing existing products in terms of their aesthetic and functional nature as well as evaluating specific products for their aesthetic characteristics and the effect it has on the design. All attendees will receive a copy of the presentation, including a PowerPoint for students as well as the framework guides for building student design literacy.

These frameworks for response have been used successfully in NCEA External Standards.

2. Guiding students through the design process by the use of a framework for response

This presentation is about a method for giving students the tools that they need to create designs for People, Products, and Places.

Step 1 is to ensure that students have a basic understanding of the fundamental core principles of design. Although we know that the influences on design are the principles of design and the history of design, the challenge for teachers, and their students, is to explore and understand the interplay between these two aspects. By reducing the influences on design into competing ideas such as form versus function, affordability versus exclusivity, symmetry versus asymmetry, students are able to make singular informed decisions.

Step 2 – If students are asked to design ‘something’, it can be overwhelming for them. However, by answering a series of strategic questions they are able to narrow their choices therefore making the task more manageable. This step is about supporting student learning through the use of frameworks for response that guide the student though an initial process of divergent thinking followed by its antithesis, convergent thinking. In the junior school students complete additional worksheet exercises that build their understanding and capability in each aspect of design.

The frameworks for response can be used until the later senior years, where students have gained confidence and experience to enable them to explore their own design pathways.

All attendees will receive a copy of the presentation, including PowerPoint for students and the templates.