This was the title of a recent cluster meeting that was run in Auckland. Dr Irene Anderson (our Literacy specialist and a lead facilitator working at the University of Auckland) and I worked on putting together a workshop to help technology teachers understand the complex nature of Literacy in the subject area of technology. For this post I am going to share the content that we covered with the hope that it may be of interest to other teachers out there.
It is important to realise that both of these are important and both are quite different in the context of technology education.
being technology literate is more about the ability to understand and succeed within the subject, where as being literate in reading and writing enables students to be able to access success. The three biggest barriers that I have come across in the schools that I work in are:
In reflecting on the barriers we decided to split the session into three sub parts looking at Vocab, Reading comprehensions and Writing Frameworks.
Initially on entering the room we gave teachers either a word or a definition of subject specific terminology, asked them to find their partners and quickly brainstorm an elevator statement that they could use to describe their subject to a layperson. This is a technique you could use within the classroom to unpack words that students need to understand.
We then looked at two Digital tools that could be used to support Vocab building. The first was to use a QR code that can be scanned by students on their SMART device that then links to and opens a PADLET page, through which all students can type a response to a question or in this case I wanted the teachers to post a descriptive word that unpacks the picture. The show was used as a visual prompt and the ability to post words or comments around the prompt extends vocab that is specific to the context that we are looking at.
I have talked about the second tool in my last blog on Augmented Reality. Using a SMART device to scan a poster in the room that links to a video explanation is also a good way to enable students to reflect on taught knowledge if they were not sure or had forgotten the meaning. I can see the potential for students to prepare their own AR posters for the classroom or even as part of their design portfolios.
We introduced the idea that reading subject related stories, magazines, blog etc added to the students 'Kete' of experiences that could be drawn on, reflected on and discussed within their portfolios towards achievement standards. However, sometimes this is a hard task as the students can find the content difficult to unpack and make meaning of. For this strategy we used a story from a 2014 issue of the 'Connected series' from literacy online.
The story called "Black is Back" discusses the dying process used to treat organic substances used in the traditional process of creating the 'Piu Piu"(Dancing Skirt).
This strategy was used to check meaning and summarise the content in a succinct way. Three different scenario's were given and students through collaboration had to choose the description that most matched the meaning.
Moving onto the last section:
I thought it was important to focus the writing section on the ultimate goal, which is to support students to successfully achieve in the external achievement standards. I am specifically talking about the generic standards at each level that require students to write reports of their technological experiences that they have undertaken throughout the year of learning in a way that addresses the question or topic. I think it is fair to say that the criteria for achieved falls directly to students being able to DESCRIBE, for Merit they need to EXPLAIN and for excellence they need to JUSTIFY the processes, decisions and thinking that has underpinned their experiences.
My recommendation is to use the above tool (or one similar) to unpack the standard before you design the tasks for learning. By unpacking in such a way it becomes very explicit for teachers to design learning experiences that hit the desired outcomes or learning objectives. In terms of writing support a writing framework is a good tool to brainstorm and collate evidence in a way that enables the students to see the correlation between their thinking, their project and how to show this for the external examiner.
Please note: that the panel leaders reports in recent years have
suggested that using a template such as the above and submitting as part
of the external report can limit the success of the students
achievement. This suggests that the markers require more depth and breadth in the students' explanations. This sedgeways beautifully into the last strategy that we discussed which was on the importance of using transition or linking words. In the example used below you can see the direct link to Point: Describe, Explain: Explain and Extend:Justify. The template also gives examples of how linking words can be used to show the difference between these three.
"A technology that superimposes a computer-generated image on a user's view of the real world, thus providing a composite view."
Augmented reality (AR) in Education (Technology Classes) Have a listen to this Radio New Zealand piece by 'Mindlab' who are running courses for teachers to adapt to digital tools in the classroom.
The biggest and most exciting piece of software/app that has come out recently that will change practice in the classroom is 'AR'.
With this in mind I was intrigued to find out more and to have a go at creating some classroom resources that would be functional and relevant. Thanks to Dorian Caudy the Computer guru at Sir Edmund Hillary collegiate
, for putting me in touch with some of the following: Personally I really liked the Aurasma software platform and design suite as it enabled me to create a resource for myself and use within a workshop environment.
My thinking was that I could have a poster on the wall that highlighted the key design elements, the resource that I created through Aurasma was a video that I created that was activated by having the app open on a smart phone and pointing at the poster. The video unpacked the VOCAB terms and what the words meant in the context of design. My thoughts were that this tool could be used as homework, revision notes or even prompts as part of a vocab building strategy.
I have listed below some of those that I came across that are awesome but not necessarily
linked to Technology as a subject area directly: Science based: Elements 4D by Daqri
Print off squares that need to be put together, each side represents an element on the periodic table. Play around rolling the blocks and scanning the top with the app on your smart phone to see if the combinations make a chemical equation. The block disappears
and you can see a 3D view of the element.
Daqri studio have taken it one step further by the development of Anatomy 4D
You are able to print off worksheets of the human body and use the App to hover over the image brining the 3D body to shape. The cool thing about this app is that you can strip back the layers to see how the different systems in the body work.....
In this blog post I wanted to address a question posed by a CMT/Resistant materials teacher, because it poses a question around how to integrate the advancement of technology in manufacturing into the classroom.
The question:
"Can I design a unit of work at year 11 which steps up to year 12 and 13 that uses CAM linked with a router machine that would meet the requirements for achievement in Achievement standards?"
Context Engagement & Relevance
My immediate reaction is to note the possibilities of engaging students in the context. Context meaning:"the situation in which something happens : the group of conditions that exist where and when something happens" merriam-webster dictionary
Students often buy in to a project when it holds personal relevance to their prior knowledge, their community, their beliefs or their aspirational goals. Given that Computer Aided Design and Computer Aided Manufacturing is a relevant pathway for many students as a career option and therefore learning about basic functionality and how to apply it in practice not just theory will have student buy in and ultimately engagement.
The ability to see it in a manufacturing experience is priceless and videos or youtube clips such as the following can be used to share a view into the real world of production allows the students to view more that the narrow focus of what is in front of them in a classroom set up.
Curriculum links for assessment: For the purpose of the question above I would suggest starting by looking at the end point, at level 3 NCEA.
What are the skills required for excellence achievement in level 3
What are the literacy requirements
What are the expected outcomes required for assessment
What is the knowledge requirements
What are the facility and resource requirements
Then work back level by level asking the same questions to design a natural progression flow.
Complex Procedures: Level 3; AS91622 Construction and mechanical technologies 3.22: Implement complex
procedures to make a specified product using a Computer Numerical
Controlled (CNC) machine.
"Initially students learn to perform a sequence of techniques and tests
to make specified products using CNC machines that meet specifications.
Students should progress to performing complex procedures, which
incorporate the use of CNC machines to make specified products that
meets specifications.
Students will need to show that they have an understanding of the underlying capabilities and limitations of
the software to interpret a design and translate this into the language
used by the machine. (Students need to understand what the programming
is attempting to achieve, but do not need to know how the programming
works.)" NZC
Teaching and learning Guides at level 8 suggest:
"There are several approaches that teachers
may take when planning to use this learning objective. Students could be
given the specifications for a variety of styles of outcomes from which
they choose one style. All students could develop the same style, or
they could choose one of the alternatives. Note where students have
chosen the same style ensure that the previous set up has been cleared
from the CNC machine.
Alternatively, students might have fully established the
specifications for their product(s) in prior technological practice, and
are ready to make them.
Advanced Procedures: Level 2 NCEA; AS91347 Construction and mechanical technologies 2.22 – Demonstrate understanding of advanced concepts used to make products At level 7, students progress to learning about advanced techniques and
conventions required for highly crafted special features.
The teaching and learning guide for level 7, states:
"Resistant materials require particular basic techniques to be used to
enable materials to be measured, cut, shaped, joined, and finished when
making products. Advanced techniques are required to craft special
features of a high standard in a product and rely on the consistent
application of accepted conventions to achieve a desired effect. Special
features can be structural and/or aesthetic and include such things as:
inlays, special fit (for example, interference, push fit), matching
turned components, internal screw cutting on a lathe, compound
machining, and glass fusing. Knowledge within this component includes
understanding how resistant materials are characterised, and
understanding techniques used to work them."
Advanced Procedures: Level 1 NCEA; AS91059: Construction and Mechanical Technologies 1.22. Demonstrate understanding
of basic concepts used to make products from resistant materials
This
achievement standard requires the
demonstration of understanding of basic concepts used to make products from
resistant materials.
Initially at level 6, students learn about resistant materials per se,
the basic techniques commonly used to work them, and the relationship
between these.
There is currently no teaching and learning guides for level 6, but they are coming........soon
I have added in a tool that we use to help unpack relevance, context, skills and knowledge for teachers understanding of learning tasks.
http://www.engagingscience.eu/en/
While this may be a science based website the topics that are discussed and used within learning could be relevant if viewed through a different lens (That of the Technologist) for example:
Other than the three above there are pieces of work around Hydrogen Cars, Sugar in Coke and genetically Modified food. Regardless of wether you sign up and use the resources or just peruse for inspiration I am sure that there is plenty of rich technology practice that could be explored with your students.
Reflection: I am finishing this blog post with a request for you to view the profile of a modern teacher below and reflect on what characteristics you embody.
or perhaps this piece of work by John Hattie depicts your professional Identity better.
The Edna Waddell scholarships are for women entering their first year of full-time study for an undergraduate degree in engineering or technology – open to school leavers and mature women.
Edna waddell
The purpose of the Scholarships is to provide funds to help women begin study for degrees in engineering and technology at a New Zealand university. The Scholarships are for women entering their first year of full time study for an undergraduate degree. Each Scholarship will be for one year, the initial year of study.
The Scholarships are intended for school leavers and for mature women who have not previously studied technology and engineering at this level. For mature women, preference will be given to those who have worked in industry for at least three years and / or and have passed sub-degree courses in technology or engineering.
Eligibility:
Applicants will be New Zealand citizens or permanent residents with at least three years proven residence in New Zealand. Applicants will be gaining the entry qualifications for their chosen degree. Value and number awarded: The target maximum value for each scholarship is $5,000. Up to three scholarships are available each year. Closing date:1 September
Professors Emeriti Dick and Mary Earle, who made a huge contribution to developing the biotechnology and food technology degrees at Massey University in the 1960s, established the Edna Waddell Scholarships in 2008, to encourage women to study engineering and technology.
Dick and Mary know that expansion and innovation in technology is vitally important to the New Zealand community. More people need to be technologically educated and it is desirable to have wider participation of women in the technological professions.
The scholarships are for women beginning their undergraduate degree in engineering or technology and are open to school leavers and mature women. The first scholarships were awarded in 2009, and to date 21 young women have been awarded scholarships of $5,000 for their first year of study. Of those, four chose to study food technology at Massey University.
The history of Waipu cove is depicted in detail at one of New Zealands best small museums. Follow the dramatic story of one of the most remarkable global
migrations in both Scottish and New Zealand national history through the fantastic interactive displays that embody the stories of the settling Scottish to New Zealand shores. The Museum staff have succesfully run a community project that has brought together artists and practising technologists in their own Tartan Wearable Arts.
I was invited to attend the Waipu wearable arts show "Art N Tartan" on the Friday the 17th July 2015. Despite being an impartial crowd member there to enjoy the amazing show directed by Helen Francis, I was silently cheering for the Technology Teacher from Tauraroa college, Sandra Guest.
Sandra has for years been entering wearable arts competitions as a technology practitioner. The inspiration and encouragement the exposure gained, shares with her students at Tauraroa Area school around setting aspirational goals is priceless.
Sandra had success on the night winning the, OFF THE WALL AWARD: For Outstanding imagination and/or creative concept OUTLANDER - Sandra Guest, Model – Natalie Guest
Sandra's Entry - Into the section titled: Salute to Scotland
Sandra was inspired by the books of Dianna Gabaldon in which a woman travels back in time to the Battle of Culloden. Her costume conveys the many faces of the travellers who passed through the ancient stone circle at Craig na Dun in the scottish highlands.
The show and performances were well put together and it was a very proffesional seamless production. I felt quite tearful, as I watched the Maori Kapa Haka performance alongside the scottish bag pipes. I realised I was watching something truely moving as two cultures came together and shared the historical growth of a community.
This is not an advert but a strong note of support for schools to enter students and teachers alike for 2016.
In 2014 Sam Beckman, then year 11 student at Albany Senior High School, approached technology teacher Katriona Main to ask if he could do some 3D printing for his Impact Project, here is Katriona's case study.
"My response to Sam was that would be a fantastic idea, but........the school did not have a 3D printer. So we discussed whether Sam would be interested in exploring the possibility of the school purchasing a 3D printer. He thought this would be a great project.
Sam set about exploring the availability, specs and costs of different 3D printers and filaments to determine which would be most suitable for the school. He liaised with different suppliers over a number of weeks and invited Tim Carr of Mindkits in to demonstrate the Ultimaker 3D printer.
Sam explained to Tim exactly what Impact Projects were about "they are one day a week when students take control of their learning and develop a project that helps the community". In this instance it was the school community.
The Ultimaker was duly purchased, in kitset form and Sam led a posse of friends in building the kitset under the watchful tutilage of Tim, from Mindkits. Tim later told me that he was blown away with Sam and his teams work ethic and it was one of his smoothest builds ever!
Fast forward to term 2, 2015 and Sam has started to develop a production process and costing structure for students wishing to 3D print their own items either for class work or personal interest. Sam is now negotiating with the IT department to get "cura", the 3D printing software installed on computers across the school. The Ultimaker is proudly housed in the fabric-product design room where students are currently experimenting with combining 3D printing with textiles as part of their prototyping unit which combines "the old, the new and kiwi identity".
Katriona Main Miro Team Leader Product Design Albany Senior High School
3D printing is an additive technology in which
objects are built up in a great many very thin layers. The first
commercial 3D printer was based on a technique called stereolithography.
This was invented by Charles Hull in 1984.
3D printing or additive manufacturing is a process of making three dimensional solid objects from a digital file. The creation of a 3D printed
object is achieved using additive processes. In an additive process an
object is created by laying down successive layers of material until the
entire object is created.
The Royal Society of New Zealand is delighted to be partnering with Caltex to launch ‘Fuel Your School’. Both Primary and Secondary schools can apply for a grant of up to $5,000 for resources to help their teaching of STEM. You can download the application form from the website from today but you will not be able to submit it online until 24th August. This gives you plenty of time to work on your application!
I have also attached the promotion poster for your information as there is already a lot of interest from the schools. Visit:http://fuelyourschool.caltex.co.nz
