The 21st Century
Technology Teaching
Lesley Pearce Technology National
Coordinator Team Solutions Auckland
University
www.technologynz.wikispaces.com
Learning intention
• To inquire into our existing teaching practices
with the purpose of ensuring we are meeting
the needs of the 21st century learner
• Preparation for the 21st Century will require
not only the traditional academic content that
we measure today but also new skills and new
knowledge.
• a curriculum that sets out what we want
students to know and to be able to do
• Our population has become increasingly
diverse, technologies are more sophisticated,
and the demands of the workplace are more
complex. Our education system must respond
to these and the other challenges of our
times.
The New Zealand Curriculum
• is a clear statement of what we deem important
in education. It takes as its starting point a vision
of our young people as lifelong learners who are
confident and creative, connected, and actively
involved. It includes a clear set of principles on
which to base curriculum decision making. It sets
out values that are to be encouraged, modelled,
and explored. It defines five key competencies
that are critical to sustained learning and
effective participation in society and that
underline the emphasis on lifelong learning.
The challenge
“…now is to build on this framework, offering
our young people the most effective and
engaging teaching possible and supporting them
to achieve to the highest of standards.”
What is your vision for the 21st Century
learner? Who are they? How do they
learn?
Group activity: develop a brainstorm of the 21st century learner use images and words
So what does a 21st century environment look like?
NZC’s vision
Students:
• who will be creative, energetic, and enterprising
• who will seize the opportunities offered by new
knowledge and technologies to secure a sustainable
social, cultural, economic, and environmental future for
our country
• who will work to create an Aotearoa New Zealand in
which Māori and Pākehā recognise each other as full
Treaty partners, and in which all cultures are valued for
the contributions they bring
• who, in their school years, will continue to develop the
values, knowledge, and competencies that will enable
them to live full and satisfying lives
• who will be confident, connected, actively involved, and
lifelong learners.
YouTube video of Students Today
• http://youtu.be/_A-ZVCjfWf8
Activity: Effective pedagogy
• On right hand side of the brown sheet
brainstorm what do we teachers need to do in
our teaching in order to allow and prepare the
students of tomorrow
A 21st century culture
• Students should be engaged in relevant and
contextual problem- and project-based learning
designed to develop 21st century skills and
provided using a multi-disciplinary approach.
Curriculum should apply to students’ current and
future lives
• schools should create a culture that supports and
reinforces innovation for student learning and
leverages the creativity and ingenuity of every
adult and student to solve their unique problems
Effective pedagogy
•
•
•
•
•
create a supportive learning environment
encourage reflective thought and action
enhance the relevance of new learning
facilitate shared learning
make connections to prior learning and
experience
•
provide sufficient opportunities to learn
•
inquire into the teaching–learning
relationship.
Teaching as Inquiry
Teacher actions promoting student
learning
• What have you done in the last year to change
your practice and what was the impact of your
teaching on your students?
Have you gone from this…………………… to this?
Personal Inquiry into your pedagogy
• Complete individually the chart on effective
pedagogies
21st century learning and schools is not about going back.
Its about moving forward. It is imagining a future.
Heather Fansher May 2011
• Those who believe that good teaching is good
teaching, regardless of technology, are
partially right; however, technology is a tool
that can make good teaching great.
Sugata Mitra: The child-driven
education
• Education scientist Sugata Mitra tackles one of
the greatest problems of education -- the best
teachers and schools don't exist where they're
needed most. In a series of real-life
experiments from New Delhi to South Africa
to Italy, he gave kids self-supervised access to
the web and saw results that could
revolutionize how we think about teaching.
• Education is a self-organizing system, where
learning is an emergent phenomenon.”
(Sugata Mitra)
Literacy
Learning intention
• To share a few literacy strategies that
Technology teachers can use to develop
student literacy
Literacy: Why is it so important
in Technology?
• To be successful, students need to
demonstrate a variety of literacy skills in order
to convey their skills, knowledge and
understandings of the content
Deliberate attempts at teaching
literacy
• Teachers need to be able to use a range of
deliberate acts of teaching in flexible and
integrated ways within literacy-learning
activities to meet the diverse literacy learning
needs of our students.
• These deliberate acts include modelling,
prompting, questioning, giving feedback,
telling, explaining, and directing.
• By incorporating literacy strategies into units
of work, students will have the opportunities
to develop literacy skills within the context of
the subject. It is important to remember that
we are all teachers of literacy within our own
subject
Literacy skills required in Technology
Speaking
Reading
Listening
Writing
Resource from
Nike nails it - a shoe with socks appeal
By Matt Townsend
Innovation began..Vibram Five Fingers
• inspired by the barefoot phenomenon
Continuous text first?
•
Nike's latest running shoe got its start when designers tried to solve a longstanding request from athletes: make shoes as comfortable as socks.
"We think a lot about what-ifs," said Ben Shaffer, studio director of Nike's so-called innovation kitchen.
"This was a what-if. What if we made sock shoes?"
Nike had tried bringing sock attributes to shoes before, starting in the 1980s with a flimsy mesh sneaker called the Sock Racer.
More attempts followed, and while offering comfort, they were insufficiently durable for running and other sports.
The world's largest sporting-goods maker now says it has the solution with Flyknit, a 5.6-ounce (158g) running shoe made from synthetic yarn woven together by a knitting machine.
Besides giving Nike an edge in the fast-growing lightweight running category, executives say the new weaving process could cut costs enough to move production outside Asia and one day allow
anyone to personalise shoes to their exact specifications.
"This is a complete game changer," said Charlie Denson, president of the Nike brand, on the Flyknit's debut in New York last month.
The process cuts costs so much "that eventually we could make these shoes anywhere in the world, which makes things very interesting."
Flyknit, which costs US$150 ($185) and hits US stores in July, is the latest product aimed at the minimalist running movement, whose devotees advocate lightweight shoes to reduce injuries.
The lightweight category accounted for 30 per cent of the US$6.5 billion US running shoe market last year and was responsible for all of its 14 per cent growth, according to SportsOneSource, a
research firm based in Charlotte, North Carolina.
The lightweight Nike Free, originally a niche product when it appeared in 2004, is now the top-selling running shoe in the US, SportsOneSource said. It helped push Nike's North American
footwear sales up 21 per cent to US$1.31 billion in the three months ended November 30.
Running is Nike's biggest category, generating US$2.8 billion in annual global sales, about 50 per cent more than basketball and soccer.
Those sales gains have coincided with a surge in Nike's shares, which have advanced 19 per cent in the past 12 months. Nike reached an all-time closing high of US$109.24 on March 5.
The sock shoe project started four years ago with a prototype of a sock attached to a foam bottom. The concept got early support when chief executive Mark Parker, who joined Nike as a shoe
designer in 1979, made one of his regular visits to the innovation kitchen at Nike headquarters in Beaverton, Oregon, and saw the sock.
"I was going in to look at some other things, and it was sort of like, 'What's this?"' said Parker, whose design credits include a patent for Nike Air.
"We got into it, and it was like 'Wow, this has huge potential'."
The designers soon decided that in order to create a shoe that replicates a sock they had to mimic how a sock is made. Nike hired a team of computer programmers and engineers to take a
machine used to knit sweaters and socks and re-engineer it to weave the upper part of a sneaker.
Spools of coloured polyester yarn are fed into the 15-foot (4.5m) long machine, which weaves together the top of the shoe and creates a "second skin" with tiny synthetic cables knitted into the
weave around the mid-foot for support.
In a process the company calls "micro-level precision engineering", in-house software instructs the machine to minutely alter a shoe's stability and aesthetics.
If the toe needs more stretch, the design can be digitally altered instantly to add Lycra-infused thread. For added strength in the heel, the computer can use multiple layers of yarn of varying
thickness. Nike plans to patent the process.
Unlike Nike's other shoes, there is no cutting out pieces and assembling them.
The upper is made in one piece and then fastened to the sole. That makes production quicker with less labour and larger profit margins, Parker said.
The process also fits into Nike's sustainability push because the amount of material wasted weighs as much as a sheet of paper.
"If you think about shoemaking, it largely hasn't changed for decades, arguably centuries, because it's cut material that is sewn together," Parker said.
"There is no more cutting and stitching with this. The most labour-intensive part of the footwear manufacturing process is gone from the picture."
The manual work needed to attach pieces is the main reason sneakers are made in Asia's cheaper labour markets, according to Matt Powell, an analyst for SportsOneSource. Without that step,
Nike could reduce production time by making shoes in the US and other major markets. Nike makes 96 per cent of its shoes in Vietnam, China and Indonesia, according to a public filing.
"One of the critical issues our industry hasn't figured out is how to get products to market more quickly," said Powell.
"The biggest time in the life cycle of getting a shoe to the US is the time it spends on a boat from Asia. If you could eliminate that, that's a huge chunk out of the time line."
The flexibility created by cheaper, more automated shoemaking could eventually lead to a day when a person can visit a Nike store and have their foot scanned.
The customer would be able to design the shoe by colour and style down to a single thread. The software would then use the information to make personalised shoes.
"The potential for this is almost infinite," said Denson, who started as a Nike store manager in 1979.
The impact of shoe weaving on Nike's bottom line will depend on whether it meets consumers' demands for performance and style, according to Sam Poser, an analyst for Sterne Agee & Leach in
New York.
Flyknit is also just one shoe at a company with about US$23 billion in annual sales, he said.
Flyknit may help Nike boost gross margin, the percentage of sales left after costs of goods sold, which has narrowed for three straight quarters and is projected to decline for a fourth owing to
rising labour and material costs.
"The margins can be great, but if it doesn't sell they've got a problem," said Poser.
Or images?
Flynit a NIKE innovation
Or You tube?
• http://www.theverge.com/2012/2/27/282659
6/nike-flynit-lightweight-shoe
Activities
• Skim the article
• Vocab barrier activity
• Jigsaw reading
Nature of Technology
Learning Intention
• To develop a reliable, consistent moderation
understanding across the region regarding
Nature of Technology.
So what does it look like at
level 2, 3 or 4?
• Read the indicators
• What are you doing to teach this strand?
• How do you incorporate it into your units?
Characteristics of technological
outcomes
basically this strand is the philosophical strand
of technology so student understandings related
to this strand you can expect will be evidenced
as much through their dispositions/attitudes to
things technology as it will be in hard evidence
on specific aspects/understandings expressed by
the achievement objectives and highlighted
within the indicators of progression.
Characteristics of Technology
• Students learn how technological outcomes have
an impact on the world, how they have enhanced
the capability of people and expand human
possibility
Teach
• How products have changed over time
• What effect technologies have had on society
and/or the environment over time
• How knowledge and skills supports technology
Teaching
• teaching activities incorporated into units/programme that
expose students to the understandings
• evidence student understandings through:
– discussion/interactions with (group and individual)
– written evidence collected as a direct result of the activity
– observation of their undertaking technological
practice
– and/or portfolio evidence of undertaking tech practice
• Do not need to cover all aspects of this strand in a one year
programme - spread it over two years of student learning
so that students are not over assessed and that what is
attempted is manageable
Student work
• Break up groups
• 15 minutes to reach a common understanding
of what level the student has reached.
• Justify decisions with each other.
“If we teach today's students as we
taught yesterdays, we rob them of
tomorrow ”
John Dewey