TEACH311-22A (TGA)

Technology Education in Action

15 Points

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Division of Education
Te Kura Toi Tangata School of Education


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: christine.stewart@waikato.ac.nz

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Student Representative(s)

Lab Technician(s)


: alistair.lamb@waikato.ac.nz
: melanie.chivers@waikato.ac.nz
: yilan.chen@waikato.ac.nz

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Paper Description

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TEACH311-22A (TGA),Technology in Action, is an English medium paper taught on the University of Waikato campus. This paper provides opportunities for students to develop the skills, attributes, and knowledge related to the Division of Education graduate profile and academic rationale and goals. In addition, this paper aims to support students in gaining an in-depth understanding of the Technology Education curriculum and how it can be successfully implemented in the classroom. In order to do this, it is necessary to clarify your views of the nature of technology and of technology’s relationship with other human endeavours, including science. Hence the module begins by examining your own views of technology and those of others. The module then examines the Technology Education learning area of The New Zealand Curriculum. You will become familiar with the aims and intentions for developing students’ technological literacy and you will consider how these aims might be implemented in the classroom. The module includes a range of practical activities designed to develop your confidence, competence and understanding in a variety of technological areas, as well as providing suggestions for learning and teaching technology. Students completing this paper also develop their professional knowledge, practice, values and relationships as outlined in the Graduating Teacher Standards: Aotearoa New Zealand. Specific standards identified in this paper are one, two, three, four, and five. TEACH311-22A consists of 15 credits.

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Paper Structure

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This paper will be taught through weekly principal lectures and tutorials, and in some instances, follow-up online discussions and tasks.

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Learning Outcomes
    • Demonstrate an understanding of the nature of technology as intervention by design and the use of practical and intellectual resources to develop technological outcomes
    • Describe elements of technological practice from theoretical and practical perspectives including the critical role of design
    • Describe the nature of technology education in the New Zealand Curriculum [NZC] and the interdisciplinary nature of technological practice
    • Identify appropriate issues, guided by the technological areas of the NZC, that will drive students' technological practice, and including digital technology
    • Demonstrate evidence-based assessment practices when examining students' technological practice, and the development of outcomes that are fit for purpose
    • Include a range of appropriate pedagogies in planning that guide students' technology practice and reflect approaches that support students with English as an Additional Language [EAAL]
    Linked to the following assessments:
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There will be four assessments in this paper - Assessment 1 - a group project, Assessment 2 - an individual reflection, Assessment 3 - exploring and developing learning experiences, and Assessment 4 participation and professional tasks.

For each assignment you will be provided with a detailed briefing and assessment criteria. The ratio of paper work to examination is 1:0. No further examination is offered for this paper.

Presentation of Assignments

Assignments should:

(i) be presented in a legible form, i.e. typed with a 4cm right-hand margin and 1.5 spacing.

(ii) be submitted on-line into the appropriate hand-in folder or drop-box unless indicated otherwise by your lecturer.

(iii) on-line submissions should be presented as a Word doc or docx file unless requested otherwise. Please do not submit PDF files.

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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Undertaking technological practice in action
14 Apr 2022
11:30 PM
  • Other: As a Google Sites portfolio
2. Reflecting on technological practice in action
9 May 2022
11:30 PM
  • Online: Submit through Moodle
3. Planning and resourcing Technology Education
10 Jun 2022
11:30 PM
  • Online: Submit through Moodle
4.  Participation and professional tasks
10 Jun 2022
11:30 PM
  • Other: Participation and engagement in professional tasks
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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Albion, P., Campbell, C., & Joblin W. (2018). Technologies education for the primary years ( pp. 65-178). Cengage.

de Vries, M.J. (2016). Teaching about Technology. Technology and the nature of humans (pp. 53-67). Springer. DOI 10.1007/9678-3-319-32945-1_5

Eames, C., & Milne, L. (2021). Learning beyond the classroom walls. In N.Wright & E. Khoo (eds) Pedagogy and partnerships in innovative learning environments. Springer. ISBN 978-981-16-5710-8

Fleer, M., & Jane, B. (2011). Assessing children's technological knowledge (pp. 117-131). Design and technology for children (3rd ed.). Pearson. ISBN 9781442527843.

Fox-Turnbull, W. (2002). The place of authenticity in technology in the New Zealand Curriculum. International Journal of Technology and Design Education 12, 23-40.

Fox-Turnbull, W.H. (2017). Classroom interaction in Technology Education. In M.J. de Vries (Ed.), Technology Education (pp. 1-5). Springer.

Fox-Turnbull, W., Reinsfield, E., & Forret, A.M. (2021). Technology education in New Zealand: A guide for teachers (pp. 47-53). Routledge.

Gawith, J. (2000). Technology practice: a structure for developing technological capability and knowledge in schools [Conference proceedings] IDATER 2000.

Layton, D. (1993). Understanding Technology –1 The Seamless Web. In Technology’s Challenge to Science Education, Buckingham: Open University Press, pp. 24 - 30. ISBN 0335099599

Milne, L. Nurturing the designerly thinking and design capabilities of five-year-olds: technology in the new entrant classroom. International Journal of Technology and Design Education. v_online, Springer, DOI 10.1007/s10798-011-9182-4, 2012. p.1-12.

Milne, L. (2017). Children learning outside the classroom. In C. Benson & S. Lawson (Eds.), Teaching design and technology creatively (pp.11-25). Routledge. ISBN 978-1-138-65457-0

Ministry of Education (2007). The New Zealand Curriculum. Learning Media.

Moreland, J., Cowie, B., & Jones, A. (2007). Assessment for learning in primary technology classrooms. [Conference proceedings]. Technology Education New Zealand Conference.

Pacey, A. (1984). The culture of technology. Technology practice and culture (pp. 1-12). MIT Press.

Rutland, M., & Miles-Pearson, S. (2017). Teaching creatively and teaching for creativity. In C. Benson & S. Lawson (Eds.), Teaching Design and Technology Creatively (pp.11-25). Routledge.

The Association of Science Education. (1994). Product Development - The Science with Technology Project (pp. 2.1-3.6). College Lane, Hatfield, England: Association of Science Education.

The Association of Science Education (1994). Human Factors in Design - The Science with Technology Project (pp. 2.1-2.8). College Lane, Hatfield: Association of Science Education.

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Online Support

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All online support should occur through Moodle.
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Course points bear a direct relationship to workload; one point equates to approximately 10 hours’ total work; so for this course you might expect to spend about 150 hours in total during a semester on a 15-point paper.
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Linkages to Other Papers

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Restricted papers: TEMS340, TEMS341, TEACH331

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