This document provides an overview of teaching technology to children. It discusses the three strands of technology: know-how, know-that, and know-why. Various teaching strategies are presented to help students understand the nature of technology, including defining technology, comparing old and new technologies, and exploring the impact and historical development of technologies. Activities like using thinking keys, comparing objects, and going on technology walks are suggested to engage students in learning about technology.

1. Tutor: Ian Navarro ValenciaTutor: Ian Navarro Valencia

2. 
 What is Technology?
 The Technology Curriculum
 The Three Strands Of Technology
 Teaching Technology To Children.
Where are we heading?

3. 
 STRAND A=KNOW HOW=The practical part of
technology the doing and making.
 STRAND B=KNOW THAT=The skills and
terminology required for technology in knowing
what methods to use and when.
 STRAND C=KNOW WHY=The history, background,
research and impact of technology in our society and
on us.
An Overview: Page 1/2

4. 
 To clearly define what Technology is
and what each strand in the
curriculum is about so we can teach
and explain this to children.
LEARNING INTENTION ONE

5. 
How TECHNOLOGY has affected our
lives?

6. 
 To understand what the nature
of technology means in the
New Zealand curriculum.
LEARNING
INTENTION TWO

7. 
 To develop a range of teaching
strategies at various levels within
the nature of technology strand.
LEARNING INTENTION
THREE

8. 
 Use the sheet on pages three-six to fill out useful
activities and teaching tips that you pick up during
our sessions on Technology.
 Remember while all the activities are linked to
technology you can also use them in other
curriculum areas.
TEACHING STRATEGIES TRACKING
SHEET

9. 
 On the large sheet provided use the post it notes to
record what you are wondering about Technology.
 On the second sheet provided use the post it notes to
record what you think you know about Technology.
 Sign your name at the bottom of the post it notes.
WONDERBOARD

10. 
 What is the wonder board activity an example of?
 Why did I get you to write your names down?
 What could a teacher do with this information?
THINK ABOUT THIS…

11. 
TECHNOLOGY: You will
need it…

12. 
 On page seven record your own definition of what
you think Technology is and what you think the
nature of technology means.
YOUR PERSONAL DEFINITION OF
TECHNOLOGY

13. 
 Refer to your own technology definition. Compare it
to the definitions that you have on pages 8,9 and 10.
 Is there other things you could add to make your
own definition better?
 What do you notice about the difference between the
international and NZ definitions of Technology?
SUMMARIZING
TECHNOLOGY

14. 
 As with many of the old curriculum documents they
are now a supporting document of the new
curriculum.
 Read and highlight the main points on pg11/12
 With a partner discuss the following questions.
 What impact does Technology have on our lives?
 Why teach Technology to our children?
 What do children gain from learning experiences in
Technology?
TECHNOLOGY IN THE CURRICULUM

15. 
 You Tube is a brilliant way of grabbing children’s
attention.
 Observe the You Tube clip and think about the
message it is giving.
 What understanding of the nature of technology
does it provide?
A GREAT HOOK

16. 
 Using THINK PAIR SHARE discuss the first thing
children and adults will think of when you ask them
what Technology is.
 The answer is mostly computers, IPods cell phones
and so on.
THE MISCONCEPTION OF
TECHNOLOGY

17. 
 The nature of technology strand has been
introduced, to address the need, for more in depth
understanding on the purpose and characteristics of
technology.
THE NATURE OF TECHNOLOGY
STRAND

18. 
 Refer to the activity on page 13 and 14.
 Use Six Hat Thinking to explore the quotes from Set
Research Information for teachers/ N.O. 1, 2004
“Putting Students at the Centre developing
effective learners in primary technology
classrooms”
ADDRESSING THE KEY ISSUES USING SIX
HAT THINKING

19. 
 “ Students perceptions of the nature of technology
are linked to the effectiveness of their learning in
technology”
BLUE HAT THINKING
QUOTE ONE

20. 
“When teachers do not teach about the nature of
technology, few students talk broadly or
comprehensively about it and they find it
difficult to build an overview of the subject
tending to define it in terms of the current
activity they are undertaking.”
(Continued to next page…)
QUOTE TWO

21. 
(Continued from last page…)
“For example, when making a timer such
students think that technology is making
timers, and when making electronic games
they think technology is making electronic
games. They have difficulty making
generalizations about technology.”
BLACK HAT THINKING
QUOTE TWO

22. 
 “When teachers change their teaching practice
to include repeated opportunities for students
to discuss the nature of technology, students
begin to view technology as a purposeful
designing and constructing artifacts and
systems rather than seeing technology as the
artifact they are currently making.”
YELLOW HAT THINKING
QUOTE THREE

23. 
 “Teachers may talk with students about technology
during informal unplanned times and during
planned times such as during general class-news
times and during planned times such as at the
beginning of technology sessions.” HOOK!!
GREEN HAT THINKING
QUOTE FOUR

24. 
 “The research showed that when given these talks
and opportunities students also began to see that
technology is about the improvement of artifacts,
lifestyle, and the environment and that different
groups of people influence the development and
use of technologies.”
WHITE HAT THINKING
QUOTE FIVE

25. 
Children’s quotes
 Edward (6 years) “It’s about making things so that they are
better.”
 Jerome (7years) “its human made. It’s learning about trying
to improve things.”
 Marcia (9 Years) “It is something made and used to make life
easier. It’s something made to do something. You can even
design for someone else to make.”
 Rachel (10 Years) “It’s about designing and making ideas and
better things for our world.”
RED HAT THINKING
QUOTE SIX

26. 
 Assisting Students To Build A Broad ,
Comprehensive Understanding Of The Nature Of
Technology Helps Them To See Technology In The
World Around Them And To Build An Overview
About The Nature Of Technology.
CHOOSE YOUR OWN THINKING HAT
ADDITIONAL EXTRA


27. 
 As we explore a range of activities to enable students
to explore the nature of technology use your sheet on
page 3-6 to record your ideas
 Think about which level the activities would suit the
best.
 Also consider how could the activities be adapted to
suit junior, middle and senior pupils
TEACHING
STRATEGIES

28. 
A Great thinking tool for all areas of the curriculum.
Certain keys cater to technology perfectly
 Alternative Key
 Invention Key
 Construction Key
 Brainstorming key
 Questions key: The answer is technology
 Alphabet key
 Prediction key
 Different uses key
THE THINKING KEYS

29. 
 In groups of two or three rotate around the room and
become familiar with the keys
 Remember to fill out your teaching strategies sheet
as you go
 Be prepared to share with the whole group how the
keys help to explore the nature of technology.
EXPLORING THE
THINKING KEYS

30. 
 Using the local environment and objects that are
familiar to children can be a fun and practical way
to help them understand the nature of technology.
TECHNOLOGY IN THE
ENVIRONMENT

31. 
HOME
TECHNOLOGY???

32. 
 ACTIVITY 1:
o Look at the pictures provided to you in the
envelopes. Discuss how they work and what they
do.
PICTURE
INTERPRETATION

33. 
 ACTIVITY 2 - Use everyday house hold items to
explore the following questions
o Why was it made?
o What did the technologist think about when
making it?
HOUSEHOLD OBJECTS

34. 
 Go for a walk around school and identify all the
objects that are a result of technology and those that
are not
 List the characteristics that make an object a
technology
 Refer to your booklet on pg 15/16
GO FOR A
TECHNOLOGY WALK

35. 
Or a nap ….zzzz

36. 
 Compare a normal phone to a cell phone. What are
the similarities and differences? Refer to pg 17
 Use a Venn diagram to compare board games verses
electronic games. Refer to page 18
MAKING
COMPARSIONS

37. 
 Choose a technological outcome such as computers,
television, cell phones and so on
 How has it helped people?
 How has it not helped people?
 PMI’s can also be a great way to record the impact of
technology. Pg 19
THE IMPACT OF
TECHNOLOGY

38. 
 Explore how an object has changed over time such as
TV's, music players,
 Research and make a timeline of the historical
development of a technological concept. (The Bendy
Straw).
 How has communication changed over time such as
oral, written and computers?
CHANGING
TECHNOLOGY

39. 
OLD vs NEW
TECHNOLOGY

40. 
 Refer back to your definition of technology and the
nature of technology strand. Refer to the new
curriculum pg 32 and the A.O.s
 Fill out your modified version of each definition.
 Fill out the first part on page 20
 Share and discuss this with a partner
REFLECTION

41. 
Have we achieved the purpose of our session?
Are you feeling more confident in using the nature of
technology strand?
 YOU TUBE clip to finish.
FINAL WRAP UP!!

42. 
 Next we will explore the Technological Knowledge
Strand.

NEXT….