In recent times the role of the student in the learning process has received an increasing recognition. They have been transformed from passive receivers and regurgitators of knowledge to active participants at all stages of the learning process. The aim of this research is to introduce and review elements of an educational design for successful teaching and learning in Technology Education. The design utilises a sequenced pathway for successful achievement that details the intended learning, develops multifarious teaching episodes, provides opportunities for tangibly-evidenced student work, and identifies the criteria for successful achievement. It utilises an example of a practical activity that encourages informed participatory experiences to demonstrate examples of good practice in teaching Technology Education. Student involvement in the learning process begins with the identification of meaningful purpose and relevance while their practical work encourages cooperation, authenticity and individual accountability through portfolio assessment. The end result of their endeavour is measured in terms of their success in further developing their technological literacy.
Key words: formative assessment, inquiry learning, planning, quality learning, technology education.
The new Knowledge (or Conceptual) Age of this millennium is creating a globalised economy that requires a much more diverse range of skills and dispositions yet many countries’ education systems still promote an outdated Industrial Age model of teaching and learning. In New Zealand, as in many other countries, there has recently been an emphasis on raising the level of qualification and success of students in school. ‘No child left behind’ philosophies feature in many countries and much money has been spent on trying to raise the levels of achievement of underperforming groups and keeping students in schools longer. Industrial Age schools screened, sorted and disciplined students for work and life in society (Bolstad & Gilbert, 2008). This has been done through traditional learning disciplines where study has been largely content and assessment driven. A 21st century curriculum will develop in students a generic capacity and aspiration to learn (Claxton 2007). Recent research has identified the twenty-first century skills people will require for successful integration into a wider range of communities. The writers will introduce two perspectives developed to address twenty-first century learning and highlight how the Technology Education curriculum and Guided Inquiry are ideally suited for delivering this skill set. Technology Education and Guided Inquiry (Kuhlthau, Maniotes & Caspari 2007) pedagogy engage students in meaningful and successful 21st century learning. The first perspective is the Framework for 21st Century Learning (Partnership for 21st Century Skills 2009) and the other, the New Zealand Curriculum (Ministry of Education 2007).
Key words: guided inquiry, life-long learning, technology education, twenty first century learning.
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