Learning and Curriculum in Technology Education: A Design and Visual Communication Perspective.

By William Van Zyl

Introduction:

In this position paper, I will look at some of the important issues regarding the theorising of knowledge, concepts of knowledge, knowledge differentiation and the New Zealand Technology Curriculum. I will explore some ideas related to situated cognition and the construction of knowledge. I will then move on and focus on some issues related to the generality of learning and the context -dependency of learning.  In the fourth place, we will look at curriculum theory about developing Technology Curricula. Lastly, we will explore the implications for Technology education in New Zealand based on different global Technology Curricula perspectives. I will use my own experience as a Technology teacher (Design and Visual Communication-secondary school) to evaluate and critique curriculum matters as I interpret them.  Also, after completing the paper, I ask a relevant practical question, and I endeavour to answer it by providing a typical Design and Visual Communication design brief for secondary school students (17-year-olds):

"So, what could a typical design brief look like?"

From a Design and Visual Communication (DVC – New Zealand Context).

Background to the academic paper: APA Referencing

Here follows a typical architectural design brief for 17-year old students.

Situation 1: You are a famous architect and you are contracted by a specific country to design a unique sustainable Art Science Museum. The brief includes the incorporation of the country's culture, the symbolism, the technology, the art, the science, the engineering, the values and history of that particular country.

Brief 1: Design a unique sustainable Art Science Museum for any country of your choice.

Situation 2:  You have completed your design and presentations (portfolio) of the solution of your sustainable Art Science Museum design and you are offered the opportunity to showcase your design work in one of the local museums. A room is given to you with the freedom to display your work as you wish (no limitations). The size of the room is 10 m x 10 m =100 square metre. With an entrance and exit -2 x arch openings. You have all the museum facilities and equipment at your disposal.  For example, data projector, and state of the art computer with all the apps/software you want. Display frames/shelves/tables/pedestals/cabinets, etc. You also have the freedom to have your work printed, enlarged, and mounted at a local print/copy shop. It also includes the opportunity to create your own website. Search the internet for more ideas before you endeavour your planning/ design/layout of the exhibition/display. Obviously, you will start with research and then move on to freehand sketching (generate ideas, ideation, and concepts for the display).  Use this opportunity to creatively link your display to the website, to showcase and market your design ideas.

Brief 2: Plan and design a display of your completed design work (Art Science Museum) at a local museum. Create a simple website with menus that includes all the basic information and links to your design work. For example, your exhibition/display locally at the Waikato Museum—New Zealand. In other words, it is the overall plan which includes: Room layout, the position of detailed displays, media used, annotated freehand sketches, work drawings, 3-d model display, on-screen presentation (data projector), pamphlets, website details, and so on. See the Waikato Museum in New Zealand, for a specific local museum, if you choose the Waikato region. 

Word Count = 9524

Pages = 63

Some APA Referencing included

• Language: English
• Publisher: Five House Publishing
• Release date: Aug 22, 2018
• ISBN: 9780473452353

William Van Zyl

The author had an interesting and unique childhood. Not travelling abroad - as you would expect - but venturing into the fields, bushes, tools sheds and mysterious underground tunnels around his neighbourhood. His happy place was - and still is - tinkering with ideas, science, and new possibilities. Many times while cycling he will get new ideas; he brings the unexpected, the unique, the creative in a flurry on a page or in a sketch. To this day he dreams of vicious wars and sophisticated weaponry in an innocent child's scout cave. He loves diagrams, timelines, cross sections, sketches, and details of sinister and hidden concepts and ideas; always looking for a new mystery to decode and to encode. He investigates and explores extravagant thoughts which he includes in children's books, stories and articles; he loves to include philosopher’s perspectives, articles,  intriguing stories, and poetry in his writing. Academic and research work are also his forte. He always offers a simple but practical explanation within an engaging context. Not your ordinary thinker! A lifelong scholar and teacher. 

Book preview

Learning and Curriculum in Technology Education: A Design and Visual Communication Perspective.

––––––––

By William Van Zyl

First publication - 2016

Second publication - 2018

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Credit banner image used at the top and bottom of this document (Technology Education): pixabay.com-free images. Uploaded by Markmags. https://pixabay.com/en/science-technology-education-1182713/

Copyright © 2018 by William Van Zyl

Learning and Curriculum in Technology Education: A Design and Visual Communication Perspective

All rights reserved. This book or any portion

thereof may not be reproduced or used in any manner

whatsoever without the express written permission of the

publisher except for the use of brief quotations in a book review.

ISBN 9780473452353 epub

ISBN 9780473452360 PDF

First Publishing, 2016

Second Publishing, 2018

https://fivehousepublishing.com/

Contents

From a Design and Visual Communication (DVC – New Zealand Context).

Background to the academic paper: APA Referencing

Here follows a typical architectural design brief for 17-year old students.

Introduction

Referent-centred and problem-centred knowledge in Technology Education.

Education and thinking: a brief overview.

Discussions: The use of extended problems.

Conceptual knowledge: Constructivism and Schemata.

Situated Cognition—learning and enculturation.

Cognitive apprenticeships—collaborative learning.

Situated Cognition: apprenticeship

List of components of the ‘u-booten’(submarine):

Dispositional theory of thinking (generality vs context bound).

Technology Curricula: the past and its influence in the future

Technology Education Curriculum: intellectual processes

Five broad, general principles from Cognitive Research

Theoretical Rationale: personal relevance.

Theoretical Rationale: Social Reconstruction

Technology in the New Zealand school curriculum: a comparative approach.

Technological and practical subjects have traditionally been low-status subjects.  My strategy/recommendation on how to change this perception is:

Technology Business Studies—an addition to the Technology curriculum

Conclusion

So—from a practical point of view—what could a typical design brief look like for 17-year-old DVC (Design & Visual Communication)

Quick specifications for the design of your sustainable Art Science Museum:

Illustrating and presenting your work:

Financial and economic study of your Art Science Museum:

Consider (estimate) the amount of rainwater harvested per year (to water gardens)

PHOTOVOLTAIC PANELS

WIND TURBINES

*For teachers of other subjects—Working together on a design brief, integrating the brief into all subject areas:

Website design:

Image: Screenshot of an online screen recording option: screencast-o-matic.com

The culmination of the completed work:

Awards could include:

APA Referencing & Citation:

References:

About the Author:

More books by the author:

From a Design and Visual Communication (DVC – New Zealand Context).

Background to the academic paper: APA Referencing

Here follows a typical architectural design brief for 17-year old students.

Situation 1: You are a famous architect and you are contracted by a specific country to design a unique sustainable Art Science Museum. The brief includes the incorporation of the country’s culture, the symbolism, the technology, the art, the science, the engineering, the values and history of that particular country.

Brief 1: Design a unique sustainable Art Science Museum for any country of