Technological Modelling
3.5
Demonstrate understanding of
how technological modelling
supports technological
development
Beth McCrystal
Technology Facilitator
Aims for this session
• To share key messages for technological
modelling level 3
• To develop understanding of how
technological modelling supports technological
development and implementation
Technology 91048
• Demonstrate understanding of how
technological modelling supports decision
making
Technology 91358
• Demonstrate understanding of how
technological modelling supports risk
management
Technology 91612
• Demonstrate understanding of how
technological modelling supports technological
development and implementation
Mock-ups
Taste testing
Teaching and Learning
• What do students need to know in order to be
successful?
Activity 1
• In groups 3-4 people
• Look at A.S. 3.5
- what are your initial thoughts on this
standard?
- underline/highlight literacy
- what pre-teaching students might require
around this standard?
Step-ups
1.5 Demonstrate understanding of how technological modelling
supports decision-making
• Risk mentioned at excellence
• Evidence obtained from different forms of modelling
2.5 Demonstrate understanding of how technological modelling
supports risk management
• All about why different forms of modelling are used to manage risk at
A,M,E
• Why different forms of modelling are used with different stakeholder
groups
3.5 Demonstrate how technological modelling supports
technological development and implementation
• Understanding the role technological modelling has in making
informed and defensible decisions
• Analysis of technological modelling practices used to address a range
of competing and/or contesting factors
• Critical analysis of the role technological modelling has had in the
development and implementation of an outcome
Demonstrate understanding of how
technological modelling supports technological
devleopment and implementation
• explaining how functional modelling is used to test
competing and/or contestable factors and inform
decisions during the development of a
technological outcome
 Competing – strive for superiority, try hard, to
strive against another or others to attain a goal
 Contesting – debate, dispute, challenge, compete,
the best
Competing / Contestable
• These factors arise from things such as differing
moral, ethical, cultural, and/or political views
- including the way they relate to issues such as
sustainability, globalisation, democracy, global
warming/ climate change
Activity 2
In the case of Junior what could
have been some of the competing /
contestable factors that needed to
be addressed?
• Use the case study to answer the
questions.
• Think about how you could modify
this activity to use with your
students
Additional Activity
• Look at the diagrams
- what modelling might have been used
- what could have been competing and/or
contestable factors
Curriculum Level 8 requires
•
students to understand:
Indicators
Technological Modelling
Students can:
Achievement Objective
• explain the role of technological
modelling in making informed,
Students will:
responsive and defensible design and
Understand the role of
development decisions
technological modelling as a • explain the role of technological
modelling in making informed,
key part of technological
responsive and defensible
development, justifying its
manufacturing decisions
importance on moral, ethical,
• discuss examples to illustrate a range of
sustainable, cultural,
technological modelling practices that
political, economic, and
have been undertaken in situations with
competing and contestable factors
historical grounds.
•
http://www.techlink.org.nz/curriculumsupport/indicators/index.htm
critique examples of technological
modelling practices in terms of how well
they address underpinning factors.
Is Vocabulary instruction worth
spending time on?
• Students need to know words and terms in
order to develop language and in-depth
thinking.
• All students need planned opportunities to
learn, use and practice, (in authentic contexts)
the specialist vocabulary that is vital for
academic success.
"The important thing is not WHAT
you say, but HOW you say it."
Jesús Canca
Key Words
• Go back to the standard.
• What is the key vocab?
Activity 3
• Definitions
• How many definitions can
can you write down in
5 minutes?
Vocabulary strategies
• Vocabulary jumble
• Concept circles
• Vocab squares (picture,
synonym, antonym, definition)
• Word clusters
• Guardian of the word
• Before and after reading
grid
• Picture dictation
• List, group, label
• Clines
• Word games
• Word and definition
barrier activity
• Pair definitions
Product Failures
• One way of introducing students to competing
and/or contestable factors is to look at brand
failures.
 As you read the article ask yourself –what are
the competing/contestable factors the
technologist had to deal with?
 Discuss with group – how could these have
informed the decisions that were made?
Corfam – competing/contestable?
• Synthetic substitute – is it superior? How?
• Non-animal resources – ethics, sustainability,
why is this important?
• 47% market women –
• Not flexible vs comfort – contesting factor so
should they have continued?
• Throwaway pair - sustainability, is this ethical
Implications for teaching/learning
programmes
• Explain critical role functional modelling in
allowing informed decisions
• Identifying competing and/or contestable
factors that needed to be addressed
• Explaining defensible decisions & how
modelling supported decisions made
How can we do this……
By developing a range of questions
that will help students gather the
evidence required.
Activity 5
• Using the key messages and AS
• Prepare a range of questions that
could be used in a writing frame to:
- help scaffold students to gather information
- write their report