TEACH311-23A (HAM)

Technology Education in Action

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Wendy Fox-Turnbull

Wendy Fox-Turnbull
7880
TC.2.33
See Moodle
wendy.fox-turnbull@waikato.ac.nz

Lecturer(s)

Andrew Doyle

Andrew Doyle
9535
TC.4.05
See Moodle
andrew.doyle@waikato.ac.nz

Wendy Fox-Turnbull

Wendy Fox-Turnbull
7880
TC.2.33
See Moodle
wendy.fox-turnbull@waikato.ac.nz

Administrator(s)

: trish.watson@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

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

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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What this paper is about

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This paper provides opportunities to develop the skills, attributes, and knowledge required to gain an in-depth understanding of the Technology Education curriculum and how it can be successfully implemented in the classroom. Students will be given opportunity clarify views of the nature of technology and of technology’s relationship with other human endeavours. Hence the module begins by examining your own views of technology and those of others. The paper examines the Technology Education learning area of The New Zealand Curriculum and explores the aims and intentions for developing students’ technological literacy and how these aims might be implemented in the classroom. Additionally the paper includes a range of practical activities designed to develop confidence, competence and understanding in a variety of technological areas, as well as providing suggestions for learning and teaching technology.


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How this paper will be taught

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This paper will be taught through a one hour principal lecture and one two hour workshop weekly with follow-up readings and tasks. During the scheduled workshop each week you can expect to explore concepts and ideas covered in the weekly lecture or participate in collaborative technological practice. Any remaining hours should be used for independent study.
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Required Readings

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Please refer to the Course Reading list found at

https://rl.talis.com/3/waikato/lists/F4CACC2D-6119-0F11-6B0C-5E8A822361A8.html

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You will need to have

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Course text book

Fox-Turnbull, W., Reinsfield E., Forret, M., (2021) Technology Education in New Zealand: A Guide for Teachers. Taylor & Francis Group

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Demonstrate an understanding of the nature of technology as intervention by design and the use of practical and intellectual resources to develop technological outcomes
    Linked to the following assessments:
  • Describe elements of technological practice from theoretical and practical perspectives including the critical role of design
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  • Describe the nature of technology education in the New Zealand Curriculum [NZC] and the interdisciplinary nature of technological practice
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  • Identify appropriate issues, guided by the technological areas of the NZC, that will drive students' technological practice, and including digital technology
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  • Demonstrate evidence-based assessment practices when examining students' technological practice, and the development of outcomes that are fit for purpose
    Linked to the following assessments:
  • 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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Assessments

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How you will be assessed

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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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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
3 Apr 2023
11:30 PM
30
  • Other: As a Google Sites portfolio
✔
2. Reflecting on technological practice in action
1 May 2023
11:30 PM
20
  • Online: Submit through Moodle
✔
3. Planning and resourcing Technology Education
2 Jun 2023
11:30 PM
30
  • Online: Submit through Moodle
✔
4.  Participation and professional tasks
2 Jun 2023
11:30 PM
20
  • 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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