Powerpoint showing student evidence of the components of technological practice (Compton and Harwood, 2006). Evidence taken from the Technology Exemplars (Ministry of Education 2004)

1. Exemplifying good technological practice Heather Bell Massey University College of Education

2. Technological practice happens when all three components work together Brief Development Outcome Development and Evaluation Planning for Practice The Technological Practice Strand Technological Practice

4. Brief

5. Brief Teacher-student conversation Analysing the cushions the teachers brought to class: Teacher : What size are the cushions? Esera : Different sizes. Waimarama : They're all big enough to sit on. Teacher : What else do you notice about the way they look? Dexter : They're different shapes – square, round, and long. Melania : They're lots of colours and patterns. Teacher : How do the patterns get there? Akenese : Someone paints them on. Teacher : How else are they decorated? Afa : With buttons. Teacher : Feel the cushions and tell me what materials you think they're made from. Dexter : Sponge, I think. Tatyana : Fabric, like clothes. Teacher : Yes. How are they made? Jade : With a needle and cotton. Tere : On a machine and by hand. Teacher : Are they soft or hard to feel? Mara : Soft when you sit on them.

6. I decided to make a labelling machine because I was watching Mum put labels on the wine bottles where she works and it was taking ages . I decided there must be a faster way and thought I would make a wine labeller . I talked to the winery owners and told them about my idea. They thought it sounded a good idea and one that could be used in their winery. They told me that if it worked well, they would tell other small winery owners about it and maybe they would buy one from me. Teacher: What do you call your toy? Cameron: A pterosaur. Teacher: Why do you want to make a pterosaur? Cameron: I like dinosaurs. I'm going to be a palaeontologist, and I'm going to fit all these pieces together, like this pterosaur. Brief

7. Attachment criteria It has to be light but also not loose. It has to be very strong and stable. The fastening should not scare the birds. The hooks on the strap has to be able to go into strong wood. The hook shouldn't poke out through the wall. The strap has to be long enough to go around the birdcage. Fitness for purpose The fastening must allow of the furniture to be moved easily. It must be able to minimise damage in an earthquake. All classroom equipment must be able to be used easily (practical) Brief

8. Brief

10. Planning

11. Class chart of materials and equipment Planning Tools and equipment we will need: Craft knives Cutting mats Hot glue guns Safety rulers Paint brushes Materials we will need: Cardboard Cellotape Newspaper Paste Paint Varnish Pins Sequins Sculpy Clock works

13. Aspects of outcome development and evaluation Brief Outcome Planning Stakeholder feedback Refining Conceptual ideas Evaluating Testing and trialling Researching Technological models

14. Outcome Avocado harvester

15. Outcome Climbing trees

16. Outcome

17. Outcome Climbing trees

18. ‘ They evaluated each mock-up, and students from senior classes sat on the mock-ups to see if they would be big enough. The students modified their designs in response to this feedback’. Outcome

19. Teacher: What's the problem, Cameron? Cameron: My pterosaur keeps falling over. Teacher: Why do you think that is? Cameron: My base isn't strong enough – the cardboard is too light. Teacher: Can you think of anything else that you could use? Cameron: Plastic! Plastic is strong. Student comment Cameron talks about the batteries: "My friend Jack, he used his wings too much, and it ran out of batteries, and then it stopped and Casey's mum, she works here, she had to fix it. You have to switch the motors off most of the time." Outcome

20. Outcome

21. Outcome Climbing trees

22. Outcome Outcome

23. Exemplifying good technological practice Heather Bell Massey University College of Education