Generic Technology Achievement Standards in the Digital Technology Classroom

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• Generic Technology Achievement Standards in the
  Digital Technology Classroom
• Gabrielle Ashton
• Team Solutions, Faculty of EducationThe
  University of Auckland

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Generic Technology 1.8 (91051)Demonstrate
understanding of how different disciplines
influence a technological development

• The technological development explored must
  clearly draw from two or more disciplines and
  involve collaboration between individuals.
  Examples of technological developments include
  but are not limited to refrigeration, bicycles,
  virtual reality, world wide web (www), smart
  materials, functional foods, flat pack furniture,
  remote control.

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http//www.techlink.org.nz/Case-studies/Technologi
cal-practice/ICT/sidhe-interactive/index.htm
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• Using the teaching as inquiry model what
  strategies can you use to help your students
  demonstrate comprehensive understanding of the
  impact of knowledge's and practices of
  collaboration on the development of the Sidhe
  website

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Background Knowledge

• What prior knowledge will be important to
  activate?
• What is worth while spending time on?
• What strategies could you use to help your
  students to synthesize the information in the
  case study?
• How will you approach this standard given where
  your students are at?

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Vocabulary Jungle

• Repetitive process, potential, core
  development, pitching, unique, original,
  concept, key role, environment, programmer,
  communication skills, animation, parameter,
  confidential, scoping,
• code leads, specific discipline, risk/reward,
  pattern, pre- production, green light,
  propriety code, middleware, track editor,
  prototyping, graphics, hardware, manufacturer,
  bugs, usability testing, target market, builds of
  games, intellectual property, license,
  franchised, iterative process,
• innovative

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Focus points for the Sidhe Case study include

• Characteristics of Technology
• collaborative teamwork.
• Technological modelling
• ongoing refinement based on the evaluation of
  functional modelling
• Technological systems
• integration of developed software with existing
  hardware
• Planning for Practice
• effective use of available skills and ongoing
  interaction with target market protection of
  original IP efficient and appropriate
  documentation ongoing testing and evaluation
• Outcome Development and Evaluation
• the pitching round creative generation of design
  ideas

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• Assessment Criteria 1.8
• A report that demonstrates understanding will
• identify the knowledge and practices from
  different disciplines that influenced the
  development of the promotional product
• identify how they have collaborated during the
  development of the promotional product
• describe how these people and their discipline
  knowledge and practices and collaboration have
  impacted on the development of the promotional
  product.
• A report that demonstrates in depth understanding
  will also
• explain how knowledge, practices and
  collaboration impacted on the development of the
  promotional product.
• A report that demonstrates comprehensive
  understanding will also
• discuss how knowledge, practices and
  collaboration interacted to impact on the
  development of the promotional product
•  

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What Do We Mean By Identify, Explain Discuss

• Identify is to list and describe, to give an
  account
• Explain is to - describe in detail Give reasons
  to justify ideas, thinking
• Discuss is to compare and contrast.

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Undertake Brief Development to Address a Need or
Opportunity91044 (1.1)Internal 4 credits (
Literacy Standard)
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What is brief development?

• Dynamic process throughout practice
• Clearly describes a desired outcome
• Meets a need or realizes an opportunity
• Physical and social environment considered
  through out practice
• Conceptual statement, what is to be done and why
  it should be done.
• The specifications provide guidance for ongoing
  evaluation during the development of an outcome,
  as well as serving as an evaluative tool against
  which the final outcome can be justified as fit
  for purpose.

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• Undertaking Brief Development to Address a Need
  or Opportunity Involves..
• Exploring the given context and issue
• Identifying a need or opportunity
• Who are the stakeholders?

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Scoping
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• Conceptual statement tells a story that
  communicates what is to be done and why it should
  be done.
• Attributes
• Attributes are broad descriptive aspects of the
  physical and functional nature of atechnological
  outcome.
• Functional Performance .what can it do?
• Physical Appearance what it looks like and
  of is comprised of

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Analyze Evidence Gained From

• Conceptual drawings
• Stakeholder feedback
• Functional Modeling
• Experimentation
• Trialing /testing
• Planning/time management
• Consultation with stakeholders has occurred
  throughout practice with the student reflecting
  on and using opinions to make decisions on
  research and functional modelling in order to
  establish the required physical and functional
  attributes of the potential outcome.

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Initial Brief In most cases this will be the same as your conceptual statement Specifications Specifications are a explicit set of requirements of a technological outcome that are measureable
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Remember as you carry out your technological practice the specifications could change as a result of stakeholder feedback, trials, constraints, results from trialing different components, techniques The developed brief and specifications were developed through ongoing consideration of the social and physical environment and addressed the needs of the stakeholder(s) and allowed the personal storage solution to be judged as fit for purpose.
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Developing a Brief in ReverseClosely examine a
technological outcome , for example this website
Clay Art Studio
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Using the A3 Sheet .

• Write down the physical and functional
  specifications, these are measurable.
• Develop a conceptual statement
• What are the attributes?
• How about possible contexts and issues

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Specifications

• Physical
• Predominate colours will be red and orange
• Finished mosaic images must be used.
• Coloured images of glass jewellery must be
  displayed
• Company logo must be incorporated
• Calibri (theme headings) font size 12 to be used
• Text colour dark blue
• Functional
• Will incorporate masthead
• Menu board with hyperlinks to supply up to date
  information
• Quick search
• Terms and conditions
• Glass classes will be described in detail.

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Possible Attributes

• Use bright contrasting colours
• Have features that allow the viewer to easily
  navigate the site
• Should advertise classes
• Supply lots of information about products
• The format should encourage the viewer to
  explore and buy the products advertised
• Clear easy to read font
• Images should be used
• The viewer should be easily able to contact the
  website and get regular updates

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Conceptual Statement

• A friend has bought an existing glass shop
  /warehouse. At the moment the shop sells glass
  and does lead light repairs customers. The
  business has been going for 55years, all
  advertising is done by word of mouth and the
  yellow pages. There is very little foot traffic
  past the shop so sales are falling off. The new
  owner is going to start glass classes to
  encourage people to visit the shop. As well he
  wants to sell glass and glass equipment. He
  would like to develop a client base who have
  regular updates to new products and classes

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Demonstrate Understanding of Design
Elements.1.10 A/S 91053

• This standard requires students to provide
  evidence of their understanding of the
  relationship between design elements and the
  quality of a design, with consideration of the
  context that the product was designed to be
  placed or used in.

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• Providing students with multiple learning
  opportunities focused on identifying how design
  elements have been prioritised within a range of
  different products will support students to
  develop a comprehensive understanding about
  relationships between design elements and the
  quality of a design.

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• Understandings gained from analysing products
  may be used to support students own design work
  when undertaking technological practice. For
  example, digital technology students could
  compare and contrast the relationship between
  design elements and quality of websites formatted
  by two different web designers as a precursor to
  undertaking their own development.

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While the context for this assessment resource is
website design it may be easily adapted for other
contexts for example
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Knowledge of Design Elements

• Students will demonstrate their knowledge of
  design elements by analysing and explaining the
  key design elements that underpin the design of
  two websites selling outdoor clothing. This
  explanation requires students to determine the
  quality of the design the websites, in terms of
  both subjective and objective aspects. Students
  are also encouraged to discuss how prioritisation
  of the design elements has impacted on the
  overall design and quality of the websites in
  terms of which site is most effective

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Design Elements May Include But are Not limited
to

• line, balance, shape, colour, symmetry, strength,
  contrast, durability, alignment, texture,
  clarity, scale, space and proximity
• http//vels.vcaa.vic.edu.au/support/dais/elem
  ents.html

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Subjective aspects

• ..are those linked to aesthetics (as they relate
  to human factors such as personal preference,
  style, fashion, taste, identity, image,
  perception, and which are based on cultural and
  sociological conditions).
• Subjective information
• .is opinion, judgement, assumption, belief,
  rumour, suspicion,
• Subjective language
• ..I like, I thought, I feel, I think, I need,
  this is my opinion, my thoughts are, I believe, I
  assume, my judgment is.. I perceive,

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.Objective aspects

• are those that can be established in a
  quantifiable sense (as they relate to human
  factors such as, purpose, operation, cost and
  production.)
• Objective information is factual, observable,
  able to be seen, heard or touched, smelled
  tasted, able to be described, the same from
  multiple reporters, as close to the truth as we
  can get, helpful in decision making.
• Objective Language. Students take themselves
  out of the situation. The ..is. , The facts are,
  the description is, in comparing

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• Context of the Chosen Websites
• The websites I have chosen to demonstrate
  comprehensive understanding of design elements
  are Ice breaker and Ironbark Outdoor clothing.
• The context for Icebreaker website is (fashion
  conscience, sophistication, style, cutting edge,
  high quality)
• The context for Ironbark clothing website is
  (reliability, functionality, fit for purpose,
  stood the test of time)

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My understanding of design elements and how they
impact on the quality of website designYour
discussion can be supported by annotated
sketches, photographs, notes and/or quotes from
articles)
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http//www.icebreaker.com
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http//www.nznature.co.nz/categories/591/Ironbark
20Outdoor20Clothing
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Subjective AnalysisWebsite Promotion for the
Sale of Outdoor Clothing
Design Feature Icebreaker Ironbark Clothing
Colour
Line
Scale
Balance
Contrast
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Objective AnalysisWebsite Promotion for the Sale
of Outdoor Clothing
Design Feature Icebreaker Ironbark Clothing
Colour
Line
Scale
Balance
Contrast
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COLOUR Subjective I like the balance between the
warm colours and the cool icy colours.. My
perception is the range is coordinated and
elegant Objective The cold of the ice symbolizes
extremes of nature i.e. ice, snow.
LINE Subjective I perceive line is used in this
website to look like ice, so the buyer
immediately thinks I need warm clothing. As
well line is used to provide the viewer with
clear direction to the links available Objective
The entire composition replicates broken glass,
is brittle which symbolizes extreme cold in
outdoor conditions
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LINE Subjective I consider line is used in this
website to give a look of solidarity, it is very
uniform, like used in bank websites I can be
trusted Objective The line used in this website
is structured and of similar weight
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How success of the websites is affected by the
relationship and use of the design elements in
the identified context
Icebreaker Ironbark
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Presentation of Assessment Evidence

• Evidence for assessment can be presented as a
  coherent report containing a range of annotated
  sketches and photographs, notes, quotes from
  articles and/or written discussions. The report
  may be written or presented in a digital media
  format (e.g. PowerPoint, website).

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Use this checklist sheet to indicate where the
evidence of your understanding design elements
can be found and to show that this evidence has
been verified by your teacher
Student Date Teacher date Page No Assessment Evidence Evidence
I have identified the key design elements which have been prioritised in the Icebreaker website Annotated photographs/sketches
I have identified the key design elements which have been prioritised in the Ironbark website Annotated photographs/sketches
I have identified the differences between those design elements prioritised in the Icebreaker website and those in the Ironbark website and therefore the distinguishing characteristics that define the difference between the two websites Annotated photographs/sketches, written descriptions
I have described the key objective aspects that may have been considered to judge the quality (or success) of the Icebreaker website Annotated photographs/sketches
I have described the key objective aspects that may have been considered to judge the quality (or success) of the Ironbark website website Annotated photographs/sketches
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Teacher Date Student Date Page No in report Assessment Evidence Evidence
I have identified the differences between the key objective aspects that may have been considered to judge the quality (or success) of the Icebreaker website and the Iron bark website Written explanation supported with Annotated photographs and sketches
I have described the key subjective aspects that may have been considered to judge the quality or success of the Icebreaker website Annotated photographs/sketches
I have described the key subjective aspects that may have been considered to judge the quality (or success) of the Ironbark website Annotated photographs/sketches, written descriptions
I have identified the differences between the key subjective aspects that may have been considered to judge the quality or success of the Icebreaker website and the Iron bark website Written explanation supported with Annotated photographs and sketches
I can clearly explain how the use of design elements underpinned the design of the Icebreaker website and Ironbark website I can clearly discuss the quality of the design of the Icebreaker website and Ironbark website in relationship to design elements the context of these websites Written explanation supported with Annotated photographs and sketches
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http//www.techlink.org.nz/Case-studies/Technologi
cal-practice/ICT/Digital-Animation-Assembly/index.
htm