EDU2TTD Teaching Design and Technology

1. Demonstrate knowledge of research into how students learn in a technological context including concepts, substance and structure of the content.

2 Critically reflect on content specific knowledge and legislative requirements for maintaining safe learning environments for students.

3 Design an integrated curriculum learning sequence demonstrating engagement, knowledge of a range of resources and assessment strategies.

4 Respond creatively to design challenges through presentation of a collaborative digital artefact.

Critical Tasks

Pre-service teachers will be required to demonstrate a positive impact on student learning through the development of a Digital Evidentiary Portfolio. This portfolio will be presented in the final professional experience subject in each initial teacher education program. Pre-service teachers will be required to provide evidence, identified through several critical tasks undertaken during their degree that demonstrates successful performance against all of the Australian Professional Standards for Teachers prior to graduation including impact on student learning.

Critical Tasks are assessment tasks that provide evidence of students’ capacity to meet graduate teacher standards. They are not additional tasks, they are assessment tasks that have been designated as significant indicators of progress towards and achievement of the graduate teacher standards. These selected tasks cover both academic and professional experience contexts. Some standards are linked to more than one critical task.

What do students need to know?

• Each critical task is to be treated as any assessment task.
• At the final year of the course these critical tasks will provide evidence of meeting the graduate standards in a Critical Task Evidentiary Portfolio (DEP). If students fail a critical task they may be required to improve the task if choosing to use it as evidence of meeting a particular standard.

Task Description:

The four Technologies contexts that are studied in Design and Technologies - Victorian Curriculum are:
• Engineering Principles and Systems
• Food and Fibre production
• Food Specialisations, and
• Materials and Technologies specialisations

Each of these represents the evolution of creative problem-solving in the human-made world. Exploring this is the essence and intention of this subject.

All assessment submissions MUST have the self-assessment rubric (embedded in the PebblePad Workbook) completed to be considered for assessment.

Task 1A: Exploring the design cycle

PSTs will select one invention from the link below and provide a detailed critical analysis of the 'designing/making' journey that invention has taken. It is understood PSTs are not engineers and as such the journey will be best-guess in some places. You will justify your design thinking by explicitly utilising all the phases of the Design Cycle. Become familiar with the support resources on the LMS before attempting this task. One in depth critique of a single Invention

You will select 1 invention to critique in depth, explicitly citing each of the design cycle phases in a ‘best guess’ response. You are not expected to be Engineers, however you are expected to justify your responses. Your selection will include the URL and invention name for identification. Your submission MUST include the turn-it-in report.

Using the SOLO taxonomy as a guide (see SOLO taxonomy in LMS) evaluate the design cycle phases used by the inventor of your selected invention and predict new iterations or improvements of the invention.

• Evaluate the need for this invention, and its’ implications for society and predict changes that could be made to it.

• Critique the processes undertaken for the development of this invention (Explicitly address each of the Design Cycle phases)

Task 1B: Folio of Evidence

PSTs will identify a Technology and Design artefact (object or system) chosen from any of the four technology areas above (choose something you can relate to). PSTs will provide an image and link/URL, and reference for their artefact. PSTs will submit a teaching folio of evidence demonstrating how the artefact can be utilised in school setting to provide meaningful, integrated teaching/learning experiences for students. The submission will be a Design Technologies unit of work including 8 lessons at-a-glance, with 2 Design Technologies lessons being fully developed for teaching practice in a school setting. The unit will demonstrate subject integration with a minimum of 3 other subject areas (Mathematics, English, Science, History, Geography and such - STEAM.).

Task Description:

The Victorian Technologies Curriculum enables students to become confident and creative developers of design technologies and digital solutions through the exploration of information systems and specific ways of thinking about problem solving (the Design Cycle). The Technology in  ractice Project assessment will be based on students researching, exploring and practicing the development of an educational issue to create an artefact. The explicit use of the design cycle phases through this process is a requirement. This task will model paired or group-work collaboration and will support evidence of the integration of digital technology in curriculum. The context of the project design and outcome is to be based upon an issue in education and negotiated with the lecturer.

Task 2A: Group Artefact & Presentation

PSTs will self-select into groups of 2-3. Groups will experiment and create a Design and Technology artefact which provides meaningful and useful teaching/learning experiences for a school setting. The outcomes of this project will be presented in a digital format. The presentation must provide evidence of collaboration for the project’s design and outcome. The explicit use of the design cycle phases through this process is a requirement. This component of the task will model successful group-work collaboration.

Design cycle phases – Investigate, Design, Create, Analyse, and Evaluate (see resources in LMS for further details) Concepts for artefacts (objects or systems) are open. Ideas such as, water rockets, volcanoes, sustainable irrigations systems, bridges, farm of the future, and such indicate personal choice for this project. All artefact ideas are to be negotiated with your lecturer prior to construction (evidence to be linked in your Workbook submission).

Task 2B: Micro-unit

Utilising the previous group artefact as the ‘hook’, PSTs will individually create a Design Technologies ‘micro-unit’ of work including 6 lessons at-a-glance developed to connect Design and Technology with other subjects for teaching practice in a school setting. The unit will demonstrate subject integration with a minimum of 3 other subject areas (Maths, English, Science, History and such - STEAM). This task models the intention of the subject to provide meaningful and engaging teaching/learning experiences for students in school settings through the utility of STEAM education.