What is Technology Education

Go to previous page What is Technology? What is technology in the school curriculum? Technology Education Goals A Statement on Technology for Australian Schools The Four Strands of Learning in Technology The Bands of Learning

What is Technology? Technology is often used as the generic term to encompass all the technologies p eople develop and use in their lives. UNESCO, the United Nations Education, Soci al and Cultural Organisation, defines technology as: "...the know-how and creative processes that may assist people to utilise to ols, resources and systems to solve problems and to enhance control over the nat ural and made environment in an endeavour to improve the human condition." (UNES CO, 1985). Thus technology in this statement involves the purposeful application of knowled ge, experience and resources to create processes and products that meet human ne eds. The needs and wants of people in particular communities determine the techn ology that is developed and how it is applied. People judge the desirability of technological applications by their impact on health, personal well- being and l ifestyle, economies and ecosystems. Go to the top

What is technology in the school curriculum? Effective technology programs encourage students to be productive, innovative an d enterprising. This involves generating ideas and taking action, as well as dev eloping techniques and products that satisfy human needs. Students learn about materials, information and systems and the processes by whi ch they are employed. They consider the resources, equipment and techniques that are relevant to the context in which they are working. Students examine the con text of a task or activity to determine needs and opportunities, and to relate w hat is known to what might be done. They make, organise and modify techniques an d products and communicate their plans to others. They appraise technologies wit h which they have had no direct or first-hand experience and reflect on what has been done and how it can be improved. The process do designing, making and appraising is central to technology. It is a dynamic process where the elements of designing, making and appraising overlap

and do not occur in a pre- ordained or lock-step sequence. Go to the top

Technology Education Goals In 1989 the Australian Education Council (AEC) set out Common and Agreed Nationa l Goals for Schooling in Australia. These goals give education systems and schoo ls a common sense of purpose. Of particular relevance to technology programs are the following goals: To respond to the recurrent and emerging economic and social needs of the nation and to proved those skills which will allow students maximum flexibility and ad aptability in their future employment and other aspects of life. To develop in students skills of analysis and problem-solving; skills of information processing and computing; an understanding of the role of science and technology in society with scientific and technological skills; an appreciation and understanding of, and concern for, balanced development and global environment; and a capacity to exercise judgement in matters of morality, ethics and social j ustice. Go to the top

A Statement on Technology for Australian Schools The States, Territories and Commonwealth have, since 1989, worked together on a major national educational initiative to produce statements and profiles in eigh t broad areas of learning. The Australian Educational Council (AEC), made up of the education ministers of the States, Territories and Commonwealth,commissioned the work. Statements provide a framework for curriculum developmentin each area of learnin g. They define the area, outline its essential elements, show what is distinctiv e about it and describe a sequence for developing skills and knowledge. Go to the top

The Four Strands of Learning in Technology The four strands of learning in technology set out in this statement are interde pendent. They are: Designing, Making and Appraising; Materials; Information; and Systems. The strands form the basis for planning technology programs in schools and for r

eflection on student learning. They provide a structure for continual review, re -orientation and up-dating of the schools' technology program. The tasks and activities that students undertake in technology are directed towa rds the development of students' capabilities in each of the four strands of lea rning. All learning in technology involves the designing, making and appraising strand. The relative emphasis on the materials, information and systems strands varies according to the needs of students and the requirements of the challenge in which they are engaged. In some instances all three may receive equal treatme nt. Together the four strands of learning provide unity of purpose and direction across all areas of study in technology. Strand 1- Designing, Making and Appraising A process of designing, making and appraising involves students in investiga ting, devising, communicating, producing and reflecting. Through this process st udents develop ideas and create imaginative solutions for the learning tasks in which they are engaged. They participate in decisions about what to do, why it s hould be done, how it should be done, and how what has been done might be improv ed. Particular attention is given to the context in which the tasks and activiti es are set. Strand 2 - Materials Materials are natural and synthetic. They include fibres, papier-mache, clay , ceramics, woods, foods, film fabrics, video-tape, foil, plastics, teflon, plan ts, hormones, and a variety of composites. The properties and characteristics of materials can be utilised to create technological processes and products that m eet technological needs and specifications. The selection of materials to use in given situations requires careful consideration of advantages and limitations f rom technical and social viewpoints. Appropriate applications of materials are d etermined by their functional, environmental and cultural impact. Working with m aterials involves learning techniques for processing, handling and recycling a w ide range of materials. These techniques play an important role in achieving pla nned outcomes from the materials. Strand 3 - Information Information is knowledge that is generated and used in everyday life. Inform ation can be stored, retrieved and communicated using sound and/or visual images including print, numerical, pictorial and graphical representations. The combin ations selected depend on the nature and purpose of the task being undertaken. A n increasing number of multi-media technologies are becoming available. The tech niques of gathering, sorting, storing, retrieving and communicating information form a major technology. They are also used in solving challenges across the com plete range of technology. Strand 4 - Systems Systems are combinations of components that work together to achieve specifi ed outcomes (that could not be achieved by the individual components themselves) . Systems may contain a single sequence through which the components interact or a complex series of interconnected sequences. The mechanisms by which systems o perate and are controlled are essential parts of the efficient and effective fun ctioning of systems. All systems have particular inputs and processes that lead to specific outco mes. Their operation can be controlled by mechanical, chemical, electronic and h uman means. The integration and programming of systems to achieve desired outcom es are important areas of study.

Systems are used, applied and developed in all areas of human activity. Envi ronmental, engineering, energy, manufacturing and management systems are particu larly significant. The capacity to operate and modify systems, and to investigat e causes and effects within them is part of learning in this strand. The appropr iateness of the applications of systems is determined by their technical, enviro nmental and cultural consequences, and how they meet specified human needs. Go to the top

The Bands of Learning Four bands of schooling covering Years 1 to 12 (Bands A,B,C and D) have been ide ntified by the AEC for use in all national curriculum statements. The four strands outlined earlier in this statement are developed sequentially i n each band in the charts in the National Technology Statements. Materials, Info rmation and Systems are interrelated. They are applied and developed through a d esign-make-appraise process that involves students in investigating, devising, c ommunicating, producing and reflecting. The learning described for each band typifies what most students know, understan d and are able to do in the corresponding years of schooling. Because students p rogress at different rates they will sometimes operate at levels above or below the band that correlates with their year levels. A profile of learning in technology has been developed and published by the AEC to accompany this national statement. These profiles will build on the Descripti ons of Learning contained in this statement and will show progression in student achievement.