Issues in Technology & Enterprise Education

1. Issues in Technology & Enterprise Education P John Williams Edith Cowan University

2. Adelaide Declaration ‘Teachers for the 21st Century’ ‘The Chance to Change’ ‘Backing Australia’s Ability’ Enterprise and Innovation Education Review of Teaching and Teacher Education Technology Education Action Plan 2012 windows of opportunity-national

3. Adelaide Declaration Areas for initial national outcomes reporting: • literacy • numeracy • student participation, retention and completion • vocational education and training • science • information technology Develop performance indicators for: • civics and citizenship • enterprise education (basis for national reporting)

4. Adelaide Declaration Areas for initial national outcomes reporting: • literacy • numeracy • student participation, retention and completion • vocational education and training • science • information technology Develop performance indicators for: • civics and citizenship • enterprise education (basis for national reporting)

5. 2000 • $80m over 3 years • $74m to support quality teachers in: • teacher development in literacy, numeracy, IT, VET, maths, science • professional standards in teaching and in Science, English and Maths

6. $80m over 3 years • $74m to support quality teachers in: • teacher development in literacy, numeracy, IT, VET, maths, science • professional standards in teaching and in Science, English and Maths

7. IT and VET • elements of T&E • responsibility of T&E • not core business • focus on these may be a distraction

8. standards • no avoiding them • national literacy and numeracy • science (and others) being developed • national teaching standards • UK obsession • WA DoE standards

9. literacy and technology • technology provides a real purpose • a variety of relevant contexts • opportunity for application and practice • motivation enhances achievement

10. language in technology • preparation, getting ideas going, framing questions • gathering organizing and categorising information • exploring ideas, describing, persuading, arguing • giving information to others • reflecting on and evaluating learning • demonstrating that something has been learnt

11. ‘science engineering and technology underpins our future as a thriving, cultured and responsible society’ (p9)

12. focus on: • innovation • higher education • research & development • recognition of schooling

13. Science assumed to encompass technology and technology was accorded no status (quote p49)

14. Science and Technology • goals: knowledge vs creation • processes: discovery vs creation • success: better theory vs product • approach: reductionism vs holism • search for: causes vs solutions • elements of processes may be similar (opportunity to practice transferability)

15. Result of Innovation Summit February 2000 intellectual capital research funding tax incentives schools

16. Result of Innovation Summit February 2000 Recommendations re to: • supporting enterprise, design, innovation • build business and enterprise skills in schools • innovative learning environments in tech ed

17. ‘a practical approach to Innovation’ • Over $200m to: • foster science maths and tech skills • develop online curriculum • raise the understanding of the importance of S&T 2001

18. Enterprise education is learning directed toward developing in young people those skills competencies, understandings and attributes which equip them to be innovative, and to identify, create, initiate, and successfully manage personal, community, business and work opportunities, including working for themselves.

19. 1998: $3.4m for 3 years 2001: $25m for 4 years Technology education not generally engaged in enterprise

20. innovation and enterprise • LAF outcome • broad interpretation • point of integration of subjects

21. encouraging and concerning • address the shortage and other issues • classification of teacher training courses: science maths computing humanities

22. Vision Statement Technology education seeks to provide the newlearning needed to engage in a rapidlychanging, knowledge economy. It is education for an increasingly global and culturally diversecommunity where ideas, innovation and enterprise are central to the design and development ofsustainable, socially responsible, preferred futures.

23. result of national and cross sectoral consultation Series of strategies for tech ed: • national coordination • research • promotion and advocacy • in-service and pre-service • curriculum

24. T&E LAF: 7 outcomes TECHNOLOGY PROCESS MATERIALS INFORMATION SYSTEMS ENTERPRISE TECHNOLOGY SKILLS TECHNOLOGY IN SOCIETY

25. Technology Process • common to all tech activities • what needs doing in order to complete the task • the process is invented as progress occurs • it cannot be predicted • it can only be viewed in retrospect

26. WA T&E Process D M A I D P E

27. Problems with defined process • internally inconsistent • seen as sequential • incomplete reflection of technology • poor pedagogy • too simple • just one representation

28. models Models of the process are helpful analytical/philosophical use practical teaching use ‘simplistic models and tiny minds’ (Johnsey)

31. process models What activities do all the models of the technology process have in common?

32. generate ideas research and investigate evaluate model solve problems document produce communicate identify needs Aspects of the Process

33. Goals of Activities independent creative Generic competencies reflective critical confident expressive Mayer, Generic Comp,1992 NCS – Critical Outcomes, 2001

34. “process of technology” Advantages of a range of processes: • learning styles of a range of learners • teaching and learning moreinteresting • better reflects technology

35. Design Problem Solving Systems Repair Business plan Restoration Invention Manufacturing Growth cycle Diagnostic Technology Processes

36. Implications for Teaching • Begin with a large group • develop process through discussion and consensus • Small group work is important • represents technology • develops attributes

37. Implications for Teaching • Don’t expect too much too soon • processes are complex • takes a long time to teach • Do not try and teach all the process at once • teach bits at a time • build up a repertoire of skills

38. Implications for Teaching • The end result of the process may vary • most commonly a product • model, prototype, environment, graphic • The process can begin at different places • depend on the outcomes • relate to different ability levels

39. Implications for Teaching • Vary the sequence of aspects in the process • no set sequence • Do not give answers • easiest management solution • not helpful in achieving goals

40. Implications for Teaching • Minimize separation of theory and practice • timetabling, examinations • design of work spaces, teaching methods • Support the required skills • generate ideas - brainstorming • researching - survey design, indexing • documenting - sketching skills • evaluation - metacognitive skills

41. Implications for Teaching • Student activities should be significant • useful, productive, intentional, integrative, inventive • personally meaningful and purposeful • Folio is a record of thinking • concrete expression of students thinking processes and cognitive development

42. Implications for Teaching • Appropriate timing for teaching skills • support tasks for long projects • opportunity for immediate application • Appropriate timing for teaching new knowledge • need to know

43. Implications for Teaching • Generalization • not easy for students • Holistic assessment • quality of the total experience • more than the sum of the parts

44. Principles: • make links between T&E subjects

45. NSW DESIGN AND TECHNOLOGY 7-10 (gender equity rationale) Design Projects must be selected from the following Prescribed Contexts Each Design Project must address all of the Prescribed Dimensions Resources – people, materials, tools, energy, time, skills, finance, information Domains – personal, commercial/ industrial, global Human Impact – cultural issues, environmental sustainability, ethics, gender issues, historical issues, motivation, quality Each Design Project must use a Design Process and develop skills in: • Agriculture The Built Environment • Clothing and Accessories Engineered Systems • Food Health and Welfare • Info and Communication Leisure and Lifestyle • Manufacturing Transport and Distribution • Designing Making • Evaluating Communicating • Marketing Managing

46. NSW DESIGN AND TECHNOLOGY 7-10 (gender equity rationale) Design Projects must be selected from the following Prescribed Contexts Each Design Project must address all of the Prescribed Dimensions Resources – people, materials, tools, energy, time, skills, finance, information Domains – personal, commercial/ industrial, global Human Impact – cultural issues, environmental sustainability, ethics, gender issues, historical issues, motivation, quality Each Design Project must use a Design Process and develop skills in: • Agriculture The Built Environment • Clothing and Accessories Engineered Systems • Food Health and Welfare • Info and Communication Leisure and Lifestyle • Manufacturing Transport and Distribution • Designing Making • Evaluating Communicating • Marketing Managing

47. Principles: • make links between T&E subjects • projects must provide for performance at a range of levels • develop a sequence of cognitive skill dvlp • provide for the repetitive application of the same skills in different contexts • don’t assess everything in every project • teachers work together • big picture = technological literacy