Learning in Technology Education: LITE Research
Research programme | Planning template | Case studies
The research programme – some background
The Learning in Technology Education (LITE) was undertaken by the Centre for Science and Technology Education Research, University of Waikato, and funded by the Ministry of Education.
Researchers: Judy Moreland, Alister Jones, Ann Northover, and Megan Chambers.
In 1999, the LITE project explored classroom-based intervention strategies to enhance teachers' formative assessment (formative interactions) practices in the primary classrooms (years 1–8). This research built on the findings of Judy Moreland's earlier primary technology research work in 1998.
In 2000, intervention strategies were further developed to enhance teaching, learning, and assessment practices. Of particular focus was the interrelationship between formative and summative assessment strategies and summative assessment reporting. These assessment strategies were trialled with 15 primary school teachers from five schools in 1999 and 2000.
Planning template – helping teachers to define technological learning
During the LITE research, a planning template was developed and trialled. This planning template helped teachers to identify concisely the technological learning that students were to undertake in units of work. The template encouraged teachers to define the task clearly and to consider how the students will need to bring together different aspects of technology to complete the task.
Teachers are prompted to supply appropriate information under the following headings:
- Task definition.
- Technological area/s.
- Overall student technological practice. (The operationalisation of the conceptual, procedural, societal and technical aspects in student technological practice – integrating all four aspects in undertaking and completing the technology task.)
- Conceptual learning outcomes. (Knowledge and understanding of relevant technological concepts and procedures.)
- Procedural learning outcomes. (Knowing how to do something, what to do and when to do it.)
- Societal learning outcomes. (Aspects related to the inter-relationship between technology and groups of people.)
- Technical learning outcomes. (Skills related to manual/practical techniques.)
Download LITE planning template in PDF (50kb) or Word (28kb) format.
Case studies – connecting research and classroom practice
The following case studies demonstrate the link between the research and classroom practice.
Board Games for People with Visual Impairment
This case study has a focus on structures and materials technology. It illustrates
the learning of four students in a year 5 to 7 class of 32 students who made games
for people with impaired sight. This topic arose as a result of work previously
undertaken – a health and social studies unit on people coping with disabilities.
View the case study online or download in PDF (900kb) or in Word (500kb) format. 
Preparing a Terrarium Environment for Chosen Plants
Biotechnology is a complex technological area, with a raft of associated issues. It can be difficult to find an appropriate vehicle to teach it, particularly with young children. This case study explores how the framework assisted a teacher to broaden her own understanding about biotechnology, prior to teaching the topic. Her year 1 class learned about the differing needs of terrarium plants then set about planning and preparing an environment to suit their chosen plants.
View the case study online or download in PDF (260kb) or Word (360kb) format.
