Exemplifying good technological practice  Heather Bell Massey University College of Education
Technological practice happens when all three components work together Brief Development   Outcome Development and Evaluat...
Brief Resources  Impact  Clients and stakeholders Locations  Purpose  <ul><li>A ‘Brief’ describes desired outcome to meet ...
Brief
Brief Teacher-student conversation Analysing the cushions the teachers brought to class: Teacher : What size are the cushi...
I decided to make a labelling machine  because I was watching Mum put labels on the wine bottles  where she works  and   i...
Attachment criteria It has to be light but also not loose.  It has to be very strong and stable.  The fastening should not...
Brief
Issues or concerns Presenting  my ideas Managing resources Opportunities  or constraints Existing / historical  outcomes M...
Planning
Class chart of materials and equipment  Planning Tools and equipment we will need: Craft knives Cutting mats Hot glue guns...
<ul><li>Andy's annotated plan lists sequential and connected steps for bookbinding:   </li></ul><ul><li>detailed 6-step co...
Aspects of outcome development and evaluation  Brief Outcome Planning Stakeholder  feedback  Refining Conceptual  ideas Ev...
Outcome Avocado harvester
Outcome Climbing trees
Outcome
Outcome Climbing trees
‘ They evaluated each mock-up, and students from senior classes sat on the mock-ups to see if they would be big enough.  T...
Teacher: What's the problem, Cameron? Cameron: My pterosaur keeps falling over. Teacher: Why do you think that is? Cameron...
Outcome
Outcome Climbing trees
Outcome Outcome
Exemplifying good technological practice  Heather Bell Massey University College of Education
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Exemplifying Good Technological Practice2

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Powerpoint showing student evidence of the components of technological practice (Compton and Harwood, 2006). Evidence taken from the Technology Exemplars (Ministry of Education 2004)

Published in: Economy & Finance, Education
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Exemplifying Good Technological Practice2

  1. 1. Exemplifying good technological practice Heather Bell Massey University College of Education
  2. 2. Technological practice happens when all three components work together Brief Development Outcome Development and Evaluation Planning for Practice The Technological Practice Strand Technological Practice
  3. 3. Brief Resources Impact Clients and stakeholders Locations Purpose <ul><li>A ‘Brief’ describes desired outcome to meet need or opportunity </li></ul><ul><li>Conceptual statement: What will I do and why </li></ul><ul><li>Specifications: Key requirements of the intended outcome are identified to guide </li></ul><ul><li>development of the outcome and ongoing and final evaluation </li></ul>Explore the issue or context by thinking creatively about such things as… Outcome Planning
  4. 4. Brief
  5. 5. Brief Teacher-student conversation Analysing the cushions the teachers brought to class: Teacher : What size are the cushions? Esera : Different sizes. Waimarama : They're all big enough to sit on. Teacher : What else do you notice about the way they look? Dexter : They're different shapes – square, round, and long. Melania : They're lots of colours and patterns. Teacher : How do the patterns get there? Akenese : Someone paints them on. Teacher : How else are they decorated? Afa : With buttons. Teacher : Feel the cushions and tell me what materials you think they're made from. Dexter : Sponge, I think. Tatyana : Fabric, like clothes. Teacher : Yes. How are they made? Jade : With a needle and cotton. Tere : On a machine and by hand. Teacher : Are they soft or hard to feel? Mara : Soft when you sit on them.
  6. 6. I decided to make a labelling machine because I was watching Mum put labels on the wine bottles where she works and it was taking ages . I decided there must be a faster way and thought I would make a wine labeller . I talked to the winery owners and told them about my idea. They thought it sounded a good idea and one that could be used in their winery. They told me that if it worked well, they would tell other small winery owners about it and maybe they would buy one from me. Teacher: What do you call your toy? Cameron: A pterosaur. Teacher: Why do you want to make a pterosaur? Cameron: I like dinosaurs. I'm going to be a palaeontologist, and I'm going to fit all these pieces together, like this pterosaur. Brief
  7. 7. Attachment criteria It has to be light but also not loose. It has to be very strong and stable. The fastening should not scare the birds. The hooks on the strap has to be able to go into strong wood. The hook shouldn't poke out through the wall. The strap has to be long enough to go around the birdcage. Fitness for purpose The fastening must allow of the furniture to be moved easily. It must be able to minimise damage in an earthquake. All classroom equipment must be able to be used easily (practical) Brief
  8. 8. Brief
  9. 9. Issues or concerns Presenting my ideas Managing resources Opportunities or constraints Existing / historical outcomes Me and my client Skills and knowledge needed Locations Planning Things I should think about when planning the development <ul><li>Planning: </li></ul><ul><li>Guides the process of developing the outcome and ensures fitness for purpose </li></ul><ul><li>Ensures resources are available and sustainable </li></ul>Outcome Brief
  10. 10. Planning
  11. 11. Class chart of materials and equipment Planning Tools and equipment we will need: Craft knives Cutting mats Hot glue guns Safety rulers Paint brushes Materials we will need: Cardboard Cellotape Newspaper Paste Paint Varnish Pins Sequins Sculpy Clock works
  12. 12. <ul><li>Andy's annotated plan lists sequential and connected steps for bookbinding: </li></ul><ul><li>detailed 6-step construction plan </li></ul><ul><li>materials specifications </li></ul><ul><li>binding choices and strengthening techniques </li></ul>Planning
  13. 13. Aspects of outcome development and evaluation Brief Outcome Planning Stakeholder feedback Refining Conceptual ideas Evaluating Testing and trialling Researching Technological models
  14. 14. Outcome Avocado harvester
  15. 15. Outcome Climbing trees
  16. 16. Outcome
  17. 17. Outcome Climbing trees
  18. 18. ‘ They evaluated each mock-up, and students from senior classes sat on the mock-ups to see if they would be big enough. The students modified their designs in response to this feedback’. Outcome
  19. 19. Teacher: What's the problem, Cameron? Cameron: My pterosaur keeps falling over. Teacher: Why do you think that is? Cameron: My base isn't strong enough – the cardboard is too light. Teacher: Can you think of anything else that you could use? Cameron: Plastic! Plastic is strong. Student comment Cameron talks about the batteries: &quot;My friend Jack, he used his wings too much, and it ran out of batteries, and then it stopped and Casey's mum, she works here, she had to fix it. You have to switch the motors off most of the time.&quot; Outcome
  20. 20. Outcome
  21. 21. Outcome Climbing trees
  22. 22. Outcome Outcome
  23. 23. Exemplifying good technological practice Heather Bell Massey University College of Education

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