Element 1 - Aspect 2 - Strategies
Teacher Education – Pre-service
Recognition of differing views of Technology
Resources
Video
2009 New Inventions (1:44)
This video has a range of "inventions" great for promoting discussion on – what is technology? Why do we create/invent?
Strategy 1
Students make a collage using recyclable materials.
Instructions
On an A3 piece of paper, design an image or collage outlining what "technologically means to you". This is a way for me to get to know you and also see that you have technological knowledge and skills already!
Strategy 2
Primes Typology of values diagram
Purpose
To show students how we are influenced by our personal values responding to technological products and to highlight other broader values that affect our responses to Technological Outcomes.
Description
A variety of items are laid out for students to respond to, for example a potato, bottle of water, recycled kauri wooden bowl, red nail polish, sun hat, black caps cricket cap, piece of tapa cloth, cat fridge magnet, gold ring, and so on.
Once students have responded to them, they are asked to think about broader issues/values related to the products laid out.
After discussion, the Prime diagram in the reading (Prime, 1993) is placed in front of students and they are asked to discuss:
- the different values that influenced each other's responses to the Technological Outcomes
- how the Technological Outcomes have changed over time and relate to different groups for example reading glasses
Supporting materials
You can find supporting materials in "References" of Authentic Program Planning in Technology Education. Go to this item in References.
- Prime, G. M. (1993). 'Values in Technology: Approaches to Learning' in Design and Technology: An International Journal 26(1), 30-37.
Strategy 3
Engaging with readings
Purpose:
To support student engagement and understanding of the reading. To engage in a critical reflection of thinking behind the reading.
Resources
Dakers, J.R. (Ed). (2006). "Towards a Philosophy for Technology Education", in Defining Technological Literacy: Towards an Epistemological Framework, pp.145-158. Palgrave Macmillan, New York and London.
Question sheet for the above resource
- Can you link any of your own experiences/beliefs to the two opposing philosophies of technology education and give examples?
- What do you think is the aim, objective or purpose of technology education?
- Describe the correlation between the social and cultural development of people and their technological environment?
- Two (polarised) philosophies are described in the reading. How do you view these and do you see potential for a synthesis?
- What is meant by reciprocity in this instance? Give a real life example of this.
Activity
The set of five questions is issued to students working in pairs. Students discuss and take brief outline notes.
Questions are discussed by the whole group. Discussion is informed by student understandings (notes).
Strategy 4 - Teaching activity supporting resource
Video title: Dilbert – The Knack (1:50)
This short Dilbert video portrays a view of technology aptitude as something that is inherent. It suggests that this type of capability is something that you are born with rather than something that you can learn/develop. The video also suggests that this capability is associated with a degree of "social ineptitude".
Activity
This short, amusing video can be used to stimulate discussion about the nature of technology and the skills and attitudes needed to be a technologist. Learners can be asked to share and discuss their views of the ideas presented in the video.
The discussion might focus on questions like following.
- Is the stereotypical view of technologists presented in the video accurate?
- Is this view consistent with their views and experiences?
Learners could consider the implications for teaching and learning on the notion that technological capability (the knack) is something that you are born with rather than skills and understanding that you can learn or develop.
Other points of discussion might be to examine the idea that technological capability goes hand-in-hand with social ineptitude. Is this the case? What does this perspective say about the nature of technology and the personal qualities needed to be a successful technologist?
Further discussion might focus on the elements of good design considering whether or not someone who is socially inept could be a good designer. There are obvious links here with a view of technology as meeting the needs and wants of society.