Course Readings
In Jones, Buntting and De Vries' (2011) article 'The Developing Field of Technology Education: A review to look forward' , the advancements in technology education for the past two decades are reviewed to indicate where and how this field may progress in the future. At present, technology education is at a pivotal point in its development as a teaching and learning field in compulsory schools sectors. Being relatively new in the education system, there are a few strengths and weaknesses to its existence. As a strength, technology education can build and reflect on the development of other education disciplines in terms of learning from the development of curricula and pedagogy, and research approaches. The weakness lies in its fragility in terms of status as a subject, establishment of professional bodies, the support required for teacher preparation and professional learning, and the socio-political environment of schooling" (Jones et al, 2011). Although technology education has emerged as a subject in its own right, incorporating skills in the area of technological literacy and design, it is still a hazy concept in many countries and school jurisdictions.
Similarly Lewis' (2008) article 'Creativity in Technology Education: providing children with glimpses of their inventive potential' introduces children to problem-solving and invention to examine the idea that technology education is an effective vehicle for inculcating creativity in the curriculum.This includes its encouragement generative cognitive processes, its open-ended nature and its application of kin-aesthetic learning. In this article "examples of curricular approaches to the subject are set forth and their merits as bases for encouraging creative thinking are examined". Together, "this calls attention to the subject as a possible fruitful area of research based on creativity in the school curriculum" (Lewis, 2008).
In Lewis (2005) article 'Creativity: A Framework for the Design/Problem Solving Discourse in Technology Education', the nature of creativity is explored. Although there is no set definition given of creativity, these beliefs of its nature are universally shared:
(a) creativity is connected with originality—with a break from the usual
(b) the value of creative products cannot be objectively ascertained, since there are no standards by which new creations can be assessed,
(c) creativity can be seen in new ways of thinking that may oppose previously established norms,
(d) existing conceptual frameworks and knowledge schema impose restraints on creative insight,
(e) creativity is a transcendent, irreducible quality. (Lewis, 2005)
In Jones, Buntting and De Vries' (2011) article 'The Developing Field of Technology Education: A review to look forward' , the advancements in technology education for the past two decades are reviewed to indicate where and how this field may progress in the future. At present, technology education is at a pivotal point in its development as a teaching and learning field in compulsory schools sectors. Being relatively new in the education system, there are a few strengths and weaknesses to its existence. As a strength, technology education can build and reflect on the development of other education disciplines in terms of learning from the development of curricula and pedagogy, and research approaches. The weakness lies in its fragility in terms of status as a subject, establishment of professional bodies, the support required for teacher preparation and professional learning, and the socio-political environment of schooling" (Jones et al, 2011). Although technology education has emerged as a subject in its own right, incorporating skills in the area of technological literacy and design, it is still a hazy concept in many countries and school jurisdictions.
Similarly Lewis' (2008) article 'Creativity in Technology Education: providing children with glimpses of their inventive potential' introduces children to problem-solving and invention to examine the idea that technology education is an effective vehicle for inculcating creativity in the curriculum.This includes its encouragement generative cognitive processes, its open-ended nature and its application of kin-aesthetic learning. In this article "examples of curricular approaches to the subject are set forth and their merits as bases for encouraging creative thinking are examined". Together, "this calls attention to the subject as a possible fruitful area of research based on creativity in the school curriculum" (Lewis, 2008).
(a) creativity is connected with originality—with a break from the usual
(b) the value of creative products cannot be objectively ascertained, since there are no standards by which new creations can be assessed,
(c) creativity can be seen in new ways of thinking that may oppose previously established norms,
(d) existing conceptual frameworks and knowledge schema impose restraints on creative insight,
(e) creativity is a transcendent, irreducible quality. (Lewis, 2005)
In addition to this, there are also theories provided to support inquiry into creativity. Houtz (1994) designed four approaches:
(a) behaviorism—connection among disparate ideas, and between stimulus and response
(b) psycho-dynamic, focused on conscious and unconscious thought.
(c) humanism, focused on intra-individual life forces and motivations.
(d) cognitivism, focused on thinking processes and skills.
Technology Design Cycle
Visual literacies are vital in classroom pedagogy, as they enable students to seek isolated definitions in context (Younie, et al., 2015). To reconstruct this Technology Design Circle (seen above), I experimented with the online program Bubbl Us. In a classroom setting, this tool could be used in teaching pedagogy to encourage brainstorming, design and creativity. With this resource, students have the ability to categorize their ideas into a visually appeasing format that presents links between concepts. Therefore this resource presents many benefits for students and should be implemented in teaching pedagogy.
Assessment Task Design Cycle Phase: INVESTIGATE
The Investigation phase of the design circle involves examining, analyzing, gathering and researching information to devise an appropriate design challenge. To do this, I had to investigate community issues and identify a need or problem that could be addressed. There have been ongoing debates in regards to the dangerous carcinogenic emissions released from conventional cooking devices. So for my design challenge I have decided to teach my students the practicality of solar energy by conducting an experiment where students make their own solar ovens. To implement the investigation phase into my pedagogical approach to this design challenge, students will be placed into pairs to investigate alternative power sources that are more eco-friendly.
Design Challenge (Investigation Research)
This project is based on basic science principles; converting UV light rays to heat energy. In this process, sunlight (fuel) comes in contact with the solar oven and causes the molecules of the food to vigorously vibrate and heat up. In this experiment, it is not necessarily the sun's heat or the outside ambient temperature that cooks the food, however these variables can have an affect on the time it takes for our food to cook. For this reason, the rate at which food cooks in our solar oven is a thought-provoking aspect that needs to be assessed. In our oven, aluminium foil is used, as its reflective qualities will ensure heat energy is effectively absorbed and retained. As this heat is caused by the fictional energy of vibrating food molecules the oven will not radiate much external heat and will therefore be safe for students to touch.
Curriculum Links
For this challenge, inquiry based learning will be used; incorporating learning techniques like investigation, ideation and production. As the Design and Digital Technologies curriculum has a strong focus on sustainability, this experiment will encourage students to "make informed and ethical decisions about the role, impact and use of technologies in the economy, environment and society for a sustainable future" (ACARA, 2015). Additionally, this design task will also align with the aims section of this discipline, ensuring students: "investigate, design, plan, manage, create and evaluate solutions', 'are creative, innovative and enterprising when using technologies', and 'engage confidently with and responsibly select and manipulate appropriate technologies − materials, data, systems, components, tools and equipment − when designing and creating solutions" (ACARA, 2015).
Peer Evaluation Reflection
Curriculum Links
For this challenge, inquiry based learning will be used; incorporating learning techniques like investigation, ideation and production. As the Design and Digital Technologies curriculum has a strong focus on sustainability, this experiment will encourage students to "make informed and ethical decisions about the role, impact and use of technologies in the economy, environment and society for a sustainable future" (ACARA, 2015). Additionally, this design task will also align with the aims section of this discipline, ensuring students: "investigate, design, plan, manage, create and evaluate solutions', 'are creative, innovative and enterprising when using technologies', and 'engage confidently with and responsibly select and manipulate appropriate technologies − materials, data, systems, components, tools and equipment − when designing and creating solutions" (ACARA, 2015).
Peer Evaluation Reflection
The peer evaluation process was very beneficial for the development of my design idea. Tom Reiman, a fellow education student, gave excellent feedback of my design planning in the form of a peer assessment table. As Tom made observations of my current research and recommended possible improvements to enhance my investigation and ideation of the project. Through these suggestions I was able to acquire a broader understanding of how my design challenge would contribute to sustainable patterns of living and promote a desired environmental future.
References
References
Finger, G. (2003). Design
Challenges: Teaching Ideas. Retrieved April 2, 2015, from
http://www.griffith.edu.au/__data/assets/pdf_file/0017/145430/designchallenges.pdf
Jones, A.,
Buntting, C., & Vries, M. J. (2011). The developing field of technology
education: a review to look forward. Hamilton, New Zealand: Springer
Science+Business Media. Retrieved from
http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=c169e35d-b36f-4f48-84fd-79fc3ada4f50%40sessionmgr112&vid=1&hid=110
Lewis, T. (2008). Creativity
in technology education: providing children with glimpses of their inventive
potential. St. Paul, Minnesota: Springer Science+Business Media. Retrieved from
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=d2be4c88-f627-479c-b89c-5b8c0e0d6cb2%40sessionmgr4002&vid=1&hid=4107
Lewis, T. (2005).
Creativity—A Framework for the Design/Problem Solving Discourse in Technology
Education. (C. Merrill, Ed.) Journal of Technology Education, 17.
Retrieved from http://scholar.lib.vt.edu/ejournals/JTE/v17n1/lewis.html
Spangler, S.
(2013). Solar Oven Smores. Retrieved April 10, 2015, from Making Science
Fun: http://www.stevespanglerscience.com/lab/experiments/solar-oven
Excellent post
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