ETL216 TECHNOLOGY AND DESIGN

The unit has three modules

1. What is Technology and Technology education?

2. Processes of technology design

3. Strategies for implementing a Technology and Design

program in your classroom

Week 1 Module 1 learnline readings what is technology and technology

education?

Defining technology
A Statement on Technology for Australian Schools (Australian Education Council, 1994, p. 3)
suggests that technology Involves the purposeful application of knowledge, experience and
resources to create products and processes that meet human needs.(AEC, 1994, p. 3)
The needs and wants of people and groups in particular communities determine what
technologies are developed and how they are applied. Particular technological applications
are judged by their impact on communities and environments and their effect on the
personal well being and ways of life of individuals. (AEC, 1994, p. 3)
Because of the publicity directed at the high technologies, there is a tendency to overlook
the fact that simple, everyday household items have been developed via technological
processes - 'to meet human needs'. Where a society embraces the newer technologies
enthusiastically, many individuals feel disempowered by the onslaught of technological
products and processes and cannot see that, as part of the wider society, they have a role to
play in determining what technologies are developed.
APPROPRIATE TECHNOLOGY
The technologies of underdeveloped countries and regions are necessarily constrained by
the limited availability of materials and energy sources. Terms such as 'alternative'
technology and 'appropriate' technology, among others, have been coined to refer to
technologies that rely on creative solutions to technological problems, centred on locally
available, renewable, resources. Also, technologies so defined give a greater consideration
to the impact of technology on the community/environment than do the 'progressive'
technologies of the developed world.
Developing an appreciation of the technology to encompass the tenets of 'alternate/
appropriate technology' should be a focus of technology education in schools. We want
children to develop a responsible attitude to the use of non-renewable resources and to
respect the environmentally responsible choices made by others.
READING - L. J. Rennie and T. Jarvis (1994). Understanding technology. pp.3-9
Technology is the purposeful application of knowledge experience and resources to create
products and processes that meet human needs. Involves:

Purpose = a need to make something, fix something, or make something better

APPLICATION = of knowledge, experiences and resources, including the use of
scientific knowledge, and skills in thinking, designing and using materials, to
design, build, test and market the product or process
Makes use of previous research and experiences
Uses resources such as materials, information and energy. E.g. a cup
requires raw materials such as clay; information such as where to put the
handle and how to attach it; energy to operate machinery to mine the clay
shape the cup and fire it in a kiln
Technology has consequences driven by human need so has costs and
requires humans to make decisions both informed & responsible e.g. foam
cups great but what about disposal?
Technology is a problem solving process involves a need to investigate a
problem, designing solutions, making, appraising, modifying products and
processes.
National Statement for Technology has 4 strands: Designing, making,
appraising
Information
Materials
Systems
Everyone can benefit from learning problem solving skills because everyone
experiences problems of one kind or another. Group sharing and discussion
better solutions
SCIENCE understanding the world around us uses the process of research to
invent knowledge and explanations for what happens in the world
TECHNOLOGY is about our problems & social needs uses a design process to
invent processes and products to solve those problems
SOCIETY- determines what needs to be solved and what needs to be understood.
Therefore neither science nor technology can be free from social political and
economic pressures.
Need to develop skills for investigating, communicating and dealing with
the information needed for decision making.
Ecodesign is an approach to design of a product with special consideration
for the environmental impacts of the product during its whole lifecycle. In a
life cycle assessment the life cycle of a product is usually divided into
procurement, manufacture, use and disposal. Ecodesign is a growing
responsibility and understanding of our ecological footprint on the planet.
Green awareness, over population, industrialization and an increased
environmental population have led to the questioning of consumer values. It
is imperative to search for new building solutions that are environmentally
friendly and lead to a reduction in the consumption of materials and energy.
Wikipedia

As the whole product life cycle should be regarded in an integrated perspective,

representatives from advance development, design, production, marketing, purchasing and
project management should work together on the ecodesign of a further developed or new
product as they have together the best chance to predict the holistic effects of changes of the
product and their environmental impact. Environmental aspects which ought to be analysed
for every stage of the life cycle are:

Consumption of resources (energy, materials, water or land area)

Emissions to air, water, and the ground (our Earth) as being relevant for the
environment and human health

Miscellaneous (e.g. noise and vibration)

Waste (hazardous waste and other waste defined in environmental legislation) is only an
intermediate step and the final emissions to the environment (e.g. methane and leaching from
landfills are inventoried). Equally are all consumables, materials and parts used in the life
cycle phases accounted and all indirect environmental aspects linked to their production.
Having made up a list on which phase of the life cycle has which particular environmental
aspect, these aspects are evaluated according to their environmental impact on the basis of a
number parameters such as extend of environmental impact potential for improvement or
potential of change.
According to this ranking the recommended changes are carried out and are reviewed after a
certain time.
As the whole product life cycle should be regarded in an integrated perspective,
representatives from advance development, design, production, marketing, purchasing and
project management should work together on the ecodesign of a further developed or new
product as they have together the best chance to predict the holistic effects of changes of the
product and their environmental impact. Environmental aspects which ought to be analysed
for every stage of the life cycle are:

Consumption of resources (energy, materials, water or land area)

Emissions to air, water, and the ground (our Earth) as being relevant for the
environment and human health

Miscellaneous (e.g. noise and vibration)

Waste (hazardous waste and other waste defined in environmental legislation) is only an
intermediate step and the final emissions to the environment (e.g. methane and leaching from
landfills are inventoried). Equally are all consumables, materials and parts used in the life
cycle phases accounted and all indirect environmental aspects linked to their production.
Having made up a list on which phase of the life cycle has which particular environmental
aspect, these aspects are evaluated according to their environmental impact on the basis of a
number parameters such as extend of environmental impact potential for improvement or
potential of change.
According to this ranking the recommended changes are carried out and are reviewed after a
certain time.
Technology is relevant to the year, society and culture of any group

Ecodesign suggests that technology education should 'inform young consumers

that they are part of the market, and that they can shape future developments in
technology.' Make some brief comments on the disussion board about the role
the teacher might play in informing children about such issues and engaging
them to address these.

A teacher can involve children in the issues and benefits of ecodesign in many ways
throughout the school environment, and many are already involving students in green
technology with growing fruit and vegetables at their schools. Teachers can inform students
that they are part of the present and future developments in technology, which have a huge
impact involving environmental and sustainable issues - dependent on the process of
production and materials used - all which have an effect on their future, and the future of the
children and families. Ecodesign is a benefit to all as it looks at the design of a product with
consideration to its whole existance.
Some of the issues that could be discussed and studied include:
* ecodesign reduces waste production
* has great potential/advantages for recycling
* less toxic effects from material production - important in current dealings with the carbon
tax issue -meaning beneficial health implications
* allows technological production of more efficient products, economically and
environmentally
* technological production requires less water, energy, power and materials to be consumed
-meaning savings environmentally and economically
Week 2 topic 2 technology and indigenous culture
http://www.questacon.edu.au/indepth/clever/aboriginal_technology.html
Aboriginal people have been using and inventing labour-saving technologies for thousands
of years before Australian Federation.
In 1914, inventor David Unaipon used the principles of boomerang flight to anticipate the helicopter. A
Ngarrindjeri man, Unaipon was fascinated by the idea of perpetual motion and invented such things as an
improved handpiece for sheepshearing, a centrifugal motor and a multi-radial wheel. David Unaipon appears on
the Australian $50 note.

http://indigenousaustralia.frogandtoad.com.au/technology.html
Information pertaining to technology was passed on through Elders at appropriate times in a selected person's
life. Generally this occurred after initiation or puberty for children. All persons in a family group needed to
understand the law associated with technology. They would know who had the rights to what knowledge and the
protocols associated with the use or non-use of objects, instruments, tools and processes.
There are many Dreaming stories that talk about the White Ant Ancestors who carved the Didgeridoo. The right to
fashion and play the Didgeridoo belonged to a few. Those men who had a direct relationship with their White Ant
Ancestors were the only men able to make and use the Didgeridoo. Other Dreaming stories discussed the
consequences of touching or playing the Didgeridoo outside of this relationship. Some Aboriginal women believe
that they can fall pregnant, become ill or die if they touch or play the Didgeridoo. These beliefs need to be
respected and observed.

Traditional Aboriginal technology was not simple. It involved a complex understanding of the many sciences and
their associated processes. An understanding of the laws of physics and the complexities of aerodynamics
enabled the skilled creation of the boomerang, the spear, the woomera and the bull roarer. A deep understanding
of biology and chemistry enabled Aboriginal people to select foods from nature at the correct times and to use
complex processes to extract toxins from plants and animals
The outdated and misinformed notions that Aboriginal people wandered aimlessly over the continent are
challenged by the findings of sophisticated houses partly dug into the ground and seemingly permanent. The
term village was even used by colonial observers in colder climates of Australia. This provides us with evidence of
a permanent society.Aboriginal technologies in various forms, i.e. tools, weapons, utensils, housing, bush food
and bush medicines have developed over thousands of years. Although we can find many artefacts, tools and
implements from traditional Aboriginal societies in museums and galleries all over the world the greatest evidence
of the sophistication of Aboriginal technologies is in their use in today's modern society

http://www.dreamtime.net.au/kids/factsheets.cfm - no longer available

WEEK 4 TEACHING TECHNOLOGY

The science-technology relationshipConsider the range of

science-technology relationships portrayed in the text. Here is a chart

which summarises some of the main points
Readings
Set Text:Fleer & Jane, Technology for children, Chapters 6 to 12,
and Chapters 13 to 16.
Science involves

Technology involves

Identifying questions

Identifying needs

Explaining and predicting

Producing functional
products

Discovering

Inventing

Theorising about causes

Theorising about processes

Analysing

Designing

Making distinctions between concepts

and isolating phenomena by controlling
variables in experiments

Bringing many different

factors to bear on complex
design problems

Searching for causes

Searching for solutions

Researching for the sake of research

Researching for practical

purposes

Seeking accuracy

Seeking only as much

accuracy as is necessary for

success
Reaching correct solutions based on
accurate data

Making good decisions based

on available data and
resources

Table of Contents

Page 2 of 3

The science-technology relationshipConsider the range of

science-technology relationships portrayed in the text. Here is a chart
which summarises some of the main points
Readings
Set Text:Fleer & Jane, Technology for children, Chapters 6 to 12,
and Chapters 13 to 16.
Science involves

Technology involves

Identifying questions

Identifying needs

Explaining and predicting

Producing functional
products

Discovering

Inventing

Theorising about causes

Theorising about processes

Analysing

Designing

Making distinctions between concepts

and isolating phenomena by controlling
variables in experiments

Bringing many different

factors to bear on complex
design problems

Searching for causes

Searching for solutions

Researching for the sake of research

Researching for practical

purposes

Seeking accuracy

Seeking only as much

accuracy as is necessary for
success

Reaching correct solutions based on

accurate data

Table of Contents

Making good decisions based

on available data and
resources

Page 2 of 3

Respond briefly to the following questions.

Respond briefly to the following questions on the
discussion board.
How do you distinguish in your mind between science and technology? Would
you feel comfortable teaching technology from the more integrated
(interactionist) approach or via a demarcation approach? Do you consider that
the scientific principles inherent in a technological device need to be taught prior
to the exploration/construction of the device (technology as applied science) or
should the science derive from the technology (materialist view)? Might the
approach used depend on a range of factors? What might these factors be?
Integrated programming and planning for technology teaching
The Department for Education and Children's Services South Australia (1997, p.
13) suggests that integrated programming provides an excellent framework for
the introduction of technology learning, especially when the context used is
familiar to the children and arises from their prior experience. True integration, it
is suggested, supports the development of appropriate attitudes to technology
and assists children to recognise how technology is applied.
Please view this link
The Curriculum Corporation
site.http://www.assessmentforlearning.edu.au/default.asp
Chapter 2 Key theories underpinning the model.

This link also provides some examples of integrated units. Until you have
undertaken the course units which focus on all other key learning areas, it will be
difficult for you to engage fully with the possibilities of integration, but the
Technology learning area is one which lends itself particularly well to integration.
As you continue with your course do return to consider how technology might be
used as an integrative underpinning for topics and themes arising in other key
learning areas.
Please move on to Module 2 - Topic 1
TOPIC 5

An introduction to design, make and appraise

An introduction to design, make and appraise

Active engagement with ideas, plans, and materials in the creation of
some product, with reflection on that action, is considered to provide a
sound environment for learning. Ideally, ongoing discussion with
peers/mentors should also occur on the discussion board. Certainly it
would be valuable for you to discuss your ideas, plans and
prototype/product with another person, a friend or family member.
As you undertake your project over the next few weeks, you will
necessarily be involved in situations requiring the acquisition and
development of certain skills. Among these will be: problem solving,
estimating, measuring, drawing, using tools, joining materials and
constructing. It is essential that you identify your own 'skill' development
as you proceed, and that you record this in your report.
The Designing, Making and Appraising (or Critique, Design and Construct)
is considered to feature the following processes:
investigating issues and situations
devising proposals and alternatives
communicating ideas and actions
producing processes and products
evaluating impacts and consequences
These processes, however, comprise many sub processes such as
researching, drawing, modelling, using tools, joining, and so on.
Process as a classroom approach
Technological process, as a classroom approach to the teaching of
technology, is described in Fleer and Jane in Approaches to teaching
technology education, which is Part 2 of the text. You should have read
these chapters by now. If you haven't, do so now, or take the opportunity
to revise these.

Processes of Technology and Design

Design, Make, Appraise
Engaging in Technology: Design, Make, Appraise (DMA) or Critique, Design and
Produce
One way to understand technology and to teach it is to focus on the design
process for the development of a technological artefact to solve a problem. Here
we would like you to explore this process by identifying the steps in the design of
technology. Remember that technology does not have to be something complex
and 'high tech'. There are numerous examples in the Text Book and on e-reserve
of low tech technology.It is a cyclical process, and can be initiated from any point

in the cycle.
Designing
The design process is fundamental to the development and understanding of
technology, and learners are exposed to a rich variety of strategies. Designing
uses imagination, creativity, risk-taking and problem-solving skills to investigate,
plan, generate, synthesise and realise ideas. The goal might be to design and
produce an entirely new technology but it might also mean making an existing
product, process or system better. Analysing variables and identifying options
possible solutions are explored, and thoughts and processes are recorded and
communicated.

Making or Producing
The production phase is the link between the thought processes of design
and the reality of a product, process or system. Learners acquire detailed
knowledge of the properties, potential and effectiveness of many material
components and equipment and they understand the energies that make
objects work (heat, wind, solar, electrical, chemical and mechanical). They
select equipment from specific areas of technology and develop a rich
repertoire of skills and techniques to respond to the design brief in a
practical, achievable and safe way. They also plan and manage the
sequential steps of production processes to create quality products and
systems.
Appraising or Critiquing
Critiquing can be the initial or ongoing analysis, assessment and
evaluation of a product, process or system against the original intent or
problem. It can also be an ongoing process involving deconstructing either
a new or existing product, process or system. It is important to recognise
technological practice as both beneficial and problematic, and that every
technology can have both positive and negative attributes, impacts or
consequences. Making decisions during the critiquing process often
involves active and vigorous debate, compromise, consensus and
communication at various stages of the cycle, and is influenced by;
intent of the new technology and both the
predicted and actual impact
values, experiences, political and religious
beliefs of different people and communities
processes by which the decisions are made.
Critiquing is an initial activity in the development of technology, where a
problem or issues exists and we examine this problem or issues with a
view of understanding it and in doing so have a better opportunity to
resolve it. Critique though is also an activity of evaluation and
improvement. Thus, if a prototype is developed it is the process of critique
and evaluation that either leads to improvements or confirmation of the
success of a design.

Topic 2 Designing and making

(Week 6) Topic 2 Designing and making

This Folder contains all the information you need to complete this Topic
The design process
At this point in time you need to consider the requirements of Assignment 1 so
that you can complete it on time. Refer to the information concerning this
assignment in the Unit Information booklet.
Additionally, consider again the learning outcomes for the unit, some of which
have been reproduced below:
Identify technology
Demonstrate knowledge and skills in designing, making and
appraising a technological artefact
Develop teaching resources and a folio of resources for teaching
technology
Compare different approaches to teaching technology
Analyse different technologies to determine how they work so you
can explain this to children.

The design process

To achieve these outcomes you do need to engage at some depth with the
design process which constitutes Assignment 1.
You will need to work on the other topics in this module and look at the readings
and websites in order to fully understand the requirements. You need to make a
choice between a suggested project and one of your own but, in any case, must
involve a need or problem you have identified and which you believe you can
solve using a design, make, appraise approach.

Topic 2B - Work requirements - Assignment 1

Work requirements
These are set out in the Assessment section of this site under
Assignment 1.
Your work over the next few weeks will then involve the actual physical
processes and the writing and drawing associated with the various stages of the
process, including reporting.
You can anticipate that your intended project will evolve as you work. This means
that what you initially plan to make may not be the same item as the one you
finish up making. Or your problem solution may not be identical to that you
planned. This should not be seen as any form of failure on your part but rather
the natural creative and adaptive process. Your description of each stage of your
work should acknowledge, describe and justify the changes you make.
The sequence you should follow is:

Decide on a project to do with teaching a concept in the classroom.

See the suggestion in the Assignment description or choose your own.
Analyse the situation
This is a time for asking questions, considering possible difficulties and
brainstorming a few directions to follow. Once you have chosen to make a
particular item, your analysis might focus on the problems associated with, for
example, the moving parts. Where might the difficulties lie? You might also
consider here what materials are to be used. What recyclable materials would be
suitable? Would these prove sufficiently strong and aesthetically pleasing?
Write a brief
This is, according to its name, just a short statement of intent and identified
problems.
Carry out research

Your research about a big book or teaching aid might well involve obtaining
catalogues from a toy or educational shop and examining items that are similar
to the one you intend to make. Students have also found that the Internet is a
good source of ideas/designs for some artefacts. There are some suggested
websites in the Designing and Making topic. You could also engage with the use
of search engines. Data about materials, components, joining devices and
construction may well be discernible from such an investigation. Alternatively,
you might seek out an existing object which can serve as a model, but which you
wish to modify for your specific purposes. In your report you should include
photographs or sketches of the models identified in catalogues etc, with
accompanying notes. You should use this research as a process to assist you to
finalise your own design.
Note: Do not overlook the research aspect of the design process

Write a specification
One aspect of the specification is clearly cost. It is not intended that you are
greatly out-of-pocket for this assignment, so do aim to keep costs low by making
a sensible choice of project, by seeking off cuts or recycled materials, by asking
friends if they have left over paint, and so on, while still aiming to achieve the
project aims. One further limitation to be specified is the time you have
available.
Work out possible solutions
It is important not to tie yourself down to a single possible solution at the start.
This stage is one for you to indicate the possibilities, by sketching or noting at
least a few alternatives for your project, which you have developed as an
outcome of your research and which appear to fit the specifications

Presentation of your assignment

Plan ahead!!
You have until the end of Week 8 for the entire process.You need to establish a
plan for construction and evaluation that allows you to achieve your intended
outcome within that timeframe.
Construct the item:
Note that your task is to construct an item, and it is not necessary to also create
a prototype. Include details of any design problems in your report and, if you
decide you need to start again, photograph the first model as well as the final
model as part of your assignment.
Testing and modifying the item is part of both the construction and the

evaluation processes.
Note Make sure that you take photographs of the construction to include in your
report. You should also include any first drafts or working drawings. The
photographic diary of the progress of your artefact should be incorporated into a
powerpoint so that it can be uploaded onto learnline. The written report can be a
separate Word document.

Test and evaluate the design (against

purpose/specifications)
Test and evaluate the design (against purpose/specifications)
Ask yourself the questions such as those provided in the Reading, or a modified
selection of questions, and report your responses as an evaluation of the item.
Note When you have made the book or teaching aid for the classroom, do not
forget to involve a child in testing the item and do use his/her feedback in your
report!
Complete your report
Check that you have reported on all aspects of the design project. The basic
headings should include deciding on the project (the design brief comes here as
well), the planning process (drawings, research), materials, making (do not forget
to document any problems you had and the solutions you found), and appraising
(students' responses as well as your own evaluation).