The developing TECHNOLOGY EDUCATION Link between SECONDARY and TERTIARY

ICTE Conference, Hong Kong, 2006

Dr P John WilliamsEdith Cowan University, Perth

key learning area

Subject areas:home economicsdesign and technologyagriculturebusinesscomputing

POST COMPULSORY REVIEW

FIRST IMPLEMENTATION

Proportion of students with Tertiary Entrance Rank

• WA 37.3%• NSW 65%• Victoria 69.7%• Queensland 71.2%

GOALS:

• Inclusive of the full cohort of students• Coherent K-12 focus• Explicit outcomes and standards• Incorporates Vocational Educational and

Training• Facilitates transition to post-school

destinations• Assessment and certification recognises

students’ level of achievement

Courses of Study

Aboriginal and Intercultural StudiesAccounting and FinanceAeronauticsAgricultureApplied Information TechnologyAutomotive Engineering and TechnologyBiological SciencesBuilding and ConstructionBusiness Management and EnterpriseCareer and Enterprise PathwaysChemistryChildren, Family and the CommunityDanceDramaEarth and Environmental ScienceEconomics Engineering StudiesEnglish/ESLFood Science and TechnologyGeographyHealth StudiesHistory: Ancient and ModernHuman Biological ScienceIntegrated Science

Languages (LOTE)·        Australian Indigenous Languages·        First Language Chinese,

Indonesian,  Japanese, Malay·        Second Language: Chinese,

French, German, Indonesian, Italian,  Japanese

·        Small Candidature LanguagesMarine and Maritime TechnologyMaterials, Design and TechnologyMathematics Media Production and Analysis MusicPhilosophy and EthicsPhysical Education StudiesPhysicsPolitics and LawPsychologyRecreational and Environmental

StudiesReligion and LifeSystems TechnologyVisual ArtsVisual Communication and Design

Courses of Study

Aboriginal and Intercultural StudiesAccounting and FinanceAeronauticsAgricultureApplied Information TechnologyAutomotive Engineering and TechnologyBiological SciencesBuilding and ConstructionBusiness Management and EnterpriseCareer and Enterprise PathwaysChemistryChildren, Family and the CommunityDanceDramaEarth and Environmental ScienceEconomics Engineering StudiesEnglish/ESLFood Science and TechnologyGeographyHealth StudiesHistory: Ancient and ModernHuman Biological ScienceIntegrated Science

Languages (LOTE)·        Australian Indigenous Languages·        First Language Chinese,

Indonesian,  Japanese, Malay·        Second Language: Chinese,

French, German, Indonesian, Italian,  Japanese

·        Small Candidature LanguagesMarine and Maritime TechnologyMaterials, Design and TechnologyMathematics Media Production and Analysis MusicPhilosophy and EthicsPhysical Education StudiesPhysicsPolitics and LawPsychologyRecreational and Environmental

StudiesReligion and LifeSystems TechnologyVisual ArtsVisual Communication and Design

Course of Study

6 units of study

8

7

6

5

4

3

2

1

K-12

8

7

6

5

4

11-12

Student achievement

Year 11and/or 12

Increasing complexity

and depth

Year 11and/or 12

Year 11and/or 12

Definition– Design and make things– Process oriented– Application of knowledge and principles– Understanding of engineering

Outcomes

Engineering Process

Engineering Understandings

Engineering Technology Skills

Engineering in Society

Scales of Achievement

Informing progress

Defining the outcome with increasing complexity and rigor

Outcome 1: Engineering ProcessStudents apply a process to design, make, communicate ideas and evaluate components and systems.

SCALE OF ACHIEVEMENT

Level8

The student: uses research to make judgments on engineering projects, applies understandings, analyses results communicates findings and evaluates processes and the short- and long-term impact of designs on society and the environment.

Level7

The student: selects strategies to analyse technologies, management of production and design problems, communicates ideas and draws conclusions for improvement based on their analysis.

Level6

The student: uses understandings of variables to propose designs; manage production and evaluate fulfilment of design criteria; uses engineering language to communicate ideas;

Level5

•The student: investigates technologies and processes considering factors involved in design proposals and management of production, communicates and evaluates plans.

Level4

•The student: identifies key design features and investigates different options, selects and uses information, skills, technologies and processes to communicate ideas, meet design requirements, manage production and evaluate processes.

Content

Essential to the achievement of outcomes

Engineering Design and ProcesssThe process of design is central to engineering. All engineering has its impetus in design and involves fundamental reasons for engineering work and production. In studying Engineering Design and Process students develop conceptual understandings and skills relevant to •Researching and investigating•Designing principles and processes•Producing•Communicating

Materials Structure and SystemsAn understanding of the nature and structure of materials and how they are manipulated is fundamental to engineering practice and production of structures and systems, In learning about Materials, Structures and Systems, students develop a conceptual understandings and skills relevant to:•Materials•Structures•Systems

Enterprise Environment and CommunityEngineering activities both shape, and are shaped, by the interplay between factors such as cultural beliefs, ethical positions, commercial viability, values and consumer issues. In learning about Enterprise, Environment and Community students develop conceptual understandings and skills relevant to:•Innovation and creativity•Socially conscious engineering

Learning Contexts

Bringing the course to life

Learning Contexts A Learning Contexts B

1 Inventions and Devices Shaping Environments

2 Community Living Transport Systems

3 Manufacturing Systems Monitoring and management systems

1A Inventions and Devices• Entertainment gadgets• Model making• Toys• Lighting design• Flat packaged furniture

Semester Units

A framework for teaching and learning

• Each Unit– Outcomes– Description– Essential Content (progressive complexity)– Suggested learning contexts

• Students need to study a pair of A and B units to achieve full breadth of study of the course and to comprehensively study both materials and systems.

Assessment Tasks

Opportunities for learning, development and demonstrating achievement

• Assessment Principles– External Assessment

• Portfolio, video interview, product display– School managed assessment– VET assessment

• Types of assessment– Written reports/multimedia presentations

• (case studies, feasibility report, product process evaluation)– Portfolio

• Digital portfolio, web based, – Design presentations– Product development proposal– Engineering product, system, environment etc

breadth of courses

broad

little specified content

what to teach?

not vocationally oriented

university entrance

change from the past

higher level

need for teacher pd

up to the universities

vocational competencies

not a clear match

difficult integration

basic incompatibilities

comprehensive secondary-tertiary transition

positive potential

high stakes

challenge catering for all students