Module 6

Required Readings PRIOR to Tutorial 6:

Design and Technology for Children Chapter 8: Culturally Framed Technology
Design and Technology for Children Chapter 9: Teaching Approaches: A framework for thinking about technology pedagogy
Design and Technology for Children Chapter 10: Project Approach: Engaging in Technology Holistically

You do not need to complete the in-text activities as these will be addressed in tutorials but it is important that you have read the texts as this will be assumed.

Group 1 (Wednesday 1pm - 3pm)
Group 2 (Wednesday 4pm - 6pm)
Group 3 (Thursday 9am - 11am)
Group 4 (Thursday 11am - 1pm)
Group 5 (Thursday 2pm - 4pm)
Group 6 (Thursday 4pm - 6pm)

Tutorial Resources

3D printer


Tutorial 6

In your tutorial you will undertake a variety of technology activities including:

ACTIVITY T8.1    Cultural values and technology

Read the case study on pages 166 and 167. In a group respond to:
  • How you feel about encouraging children to investigate, design and make spears;

  • Would you be comfortable including this activity in your curriculum? Explain.

  • When answering these questions, did you make judgements based on your cultural values?

  • What other forms of technology do traditional Aboriginal societies use to satisfy their basic needs?

ACTIVITY T8.2    Student teachers' online discussions about spear-making

Read the non-aboriginal student teach comments on pages 167 and 168. Would you modify your responses to T8.1 based on these? Why?

ACTIVITY T8.3    Diverse approaches to technology curricula

Where you supprised at the number of different approaches to technology curricula?

Name two approaches you think are commonly practiced in Australia?

Which approach has been predominant in your learning or observations of teaching practice?

ACTIVITY T8.4    Write a design brief relating to survival in the bush

Create a design brief (using the format on page 169) to collect water from a bush environment. Show your brief to a student from a different cultural background to yours for feedback and adjust your brief to be as culturally inclusive as possible.

ACTIVITY T9.1    Closed design challenges

What are the advantages and disadvantages of closed design challenges?

ACTIVITY T9.2    Open design challenges

What are the advantages and disadvantages of open design challenges?

ACTIVITY T9.3    Thinking about technology lessons

Briefly develop an example of a technology leson you have seen in a school:
  • What was the intended learning outcome?
  • Who decided what was to be made/evaluated - the teacher of the children?
  • What was the role of the teacher?
  • What was the role of the students?
  • Was it part of an ongoing lesson sequence or a one-off experience?

ACTIVITY T9.4    Developing girls' technological capabilities

The introduction of the tinkering table (pages 198-202) in the preschool and the sequence of technological learning activities over ten weeks with clocks  were designed to enhance girls' technological capabilities. Yet this goal was not achieved. How could the teachers have met this goal?

ACTIVITY T10.1    Evaluation of a dish stacker

In your view, would the disk stacker be a suitable technology task for primary school children? Explain. Can you think of a community project that you could do?

ACTIVITY T10.2    Behaviour Traffic Light

View the following presentation "Behaviour traffic Light" and reflect on the story presented. Why is a project like this particularly suited for primary school children?

Integration Activity I9

 3D printer and Augmented Reality