this page:
Where do I go for up-to-date information on NCEA matters?
What is the usual length of a technology unit?
How can teachers go about upskilling themselves in technological
areas they are unfamiliar with?
page 2:
How will the recent revision of the National Administration Guidelines
impact on the position of technology in the school curriculum?
Are students doing 'technology' when they do a BP Technology Challenge?
page 3:
Teachers in a particular school often have
different understandings of the language used within technology education.
How can teachers work to overcome the misunderstandings caused by this
problem?
What regional support is available to technology teachers?
Where do I go
for up-to-date information on NCEA matters?
A good place to start is the NCEA section on Te Kete Ipurangi at www.tki.org.nz/e/ncea/.
This page has a regular update on the development of NCEA internal assessment
exemplars and links to allow teachers in specific subject areas to download
internal assessment resources developed to a level of quality assurance
for trialling and professional development in the lead up to NCEA implementation.
There are also links to:
- The New Zealand Qualifications Authority (NZQA) website for access
to information about the NCEA implementation process and sample examples
of NCEA external assessment tasks.
- The Ministry of Education website which allows access to information
about NCEA policy, resource and professional development, and the achievement
standards themselves.
What is the usual length of a technology unit?
Generally speaking a technology unit in primary schools lasts for at
least 10 hours. If other essential learning areas are linked into the
technology units, such as social studies or science, the length of the
knit often increases to 15 or 20 hours of work. In intermediate or secondary
schools a minimum is 10 hours of work per unit but units can often extend
to cover a whole term when time for testing, modifying and final prototype
development is allowed for. Schools might be advised to analyse the
amount of time they spend on all curriculum areas, assemblies and other
activities over the year to establish whether they are indeed offering
a balanced curriculum.
– Answer provided by Jill Parfitt, Education Advisory services,
Auckland College of Education, July 2000.
How
can teachers go about upskilling themselves in technological areas they
are unfamiliar with?
There are two main avenues for this type of professional development
for teachers - internal and external.
Internally, there is often a wealth of expertise just waiting to be
tapped in colleagues from your own school or other schools nearby. Organise
to share knowledge across different areas. This could be done in a traditional
PD environment (courses, meetings etc), cooperative planning, team teaching
or in a mentor role where a colleague makes themselves available to
answer questions or help with specific activities. It is often easier
to 'learn as you go' in this type of supportive environment .
Externally, there are graduate/post graduate course available to technology
teachers through both Massey and Waikato Universities. These courses
cover generic aspects of technology education as well as knowledge specific
to given technological areas.
There are two additional resources available which can support your
professional development in specific technological areas. The first
is to invite in 'experts' from the community. If approached in the correct
manner, they are often more than willing to give of their time in support
of technology education. They can provide, or even deliver, some knowledge
components as well as access to technological practice in the community.
To find suitable people try approaching organisations like the local
Chamber of Commerce or professional networks like IPENZ.
The second area is the Royal Society of New Zealand Science, Mathematics
and Technology Teacher Fellowship Scheme. This scheme is open to all
practising teachers at any level. The Fellowships are available for
periods ranging from one term to a full year. Successful applicants
can work in industry or organisations where they can experience and
participate in a wide range of technological activity. This experience
will not only enhance your technological knowledge and skills, but also
puts you in touch with technological practice outside the normal field
of education.
–Answer provided by Niall Dinning, HOD Technology, Rotorua Boys'
High School. November 2000
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