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Epistemology of Design & Technology
Transcript of Epistemology of Design & Technology
Constructing Knowledge in Design & Technology
Implications of Epistemology in Design & Technology Classroom
Knowing that the epistemology of Design & Technology revolves around the development and presentation of an idea, it says the classroom should focus the curriculum on this project-based learning.
This presentation aims to define and explore the epistemology and the content of Design & Technology. The Technologies Curriculum will be utilized to allow adequate discussion of the benefits and implications as well as the essential knowledge needed in a Design & Technology classroom and how to implement the curriculum effectively.
Epistemology: "The theory of knowledge, specially with regard to its methods, validity, and scope, and the distinction between justified belief and opinion" (Oxford University Press, 2014).
Design & Technology
"Design technology is about the tools and techniques for the creation of practical designs of technological solutions to problems" (Conan-Davies, 2014).
Design & Technology
“If our children are to excel in a fast-changing, global society, we must harness the technology resources they need to function in a digital age.” (Kippers & Martin, 2013, p. 2).
3293EDN Curriculum Design and Practice
Created by Nadia STEN s2880654
: gained from direct interaction with the senses AKA Knowledge by Acquaintance - I know that I feel pain because I scraped my knee.
: reason and making connections between direct knowledge AKA Knowledge by Description - I fell on my knee and I am bleeding therefore I am hurt.
: from seeing something demonstrated - I know how to tie my shoes.
: is or can be conveyed in words - I know that the bird has wings.
Design & Technology knowledge and understanding
the use, development and impact of technologies in people's lives
design concepts across a range of technologies contexts
Digital Technologies knowledge and understanding
how data are represented and structured symbolically
the components of digital systems: software, hardware and networks
the use, development and impact of information systems in people's lives
Design & Technology processes and production skills
critiquing, exploring and investigating needs or opportunities
generating, developing and evaluating design ideas for designed solutions
planning, producing (making) and evaluating design solutions
Digital Technologies processes and production skills
collecting, managing and interpreting data when creating information, and the nature and properties of data, how it is collected and interpreted
using a range of digital systems and their components and peripherals
defining problems and specifying and implementing their solutions
creating and communicating information, especially online, and interacting safely using appropriate technical and social protocols
Students learn to develop and apply technologies knowledge, process and production skills to design, produce and evaluate solutions using traditional, contemporary and emerging technologies for real-world needs, opportunities, end users, clients or consumers in a range of technologies contexts.
Students learn to develop and apply technical knowledge, process and computational thinking skills, to create information solutions for real-world needs, opportunities, end users, clients or consumers in a range of technologies contexts.
"The more they learn and understand, the less there remains to be learned and understood"
(Scardamalia & Bereiter, 2006, p.8)
One can't know what one doesn't believe.
One can't know what isn't true.
So, true belief is necessary for knowledge.
Epistemological beliefs relate to the nature of knowledge and knowing. This includes four definitions of knowledge and how it is constructed and evaluated.
"Technology involves envisioning and developing products to meet human needs and wants, capitalise on opportunities and extend human capabilities. Products of technology include artifacts, processes, systems, services and environments. these products make up the designed world. Products of technology have impacts and consequences on individuals, local and global communities, and environments." (Queensland Government, 2003, p.1)
Design and Technologies
TECHNOLOGY CURRICULUM STRANDS
Figure out the main problem that this product will address.
Create a design brief that outlines:
Who is the target audience?
What are their limitations?
What are their requirements? etc..
Start the ideation process, develop numerous and varying ideas that attempt to address the problem and fit in with the constraints. This is called divergent thinking.
Select the best design out of the ideation process and start to expand on the detail of this chosen design. Select features of other designs that worked well and integrate them into this main idea. This is called convergent thinking.
Once a design idea is finalised, start to flesh out how the mechanics and form will work. Come up with orthographic (top, side and front view) and isometric (birds eye view of the product at 30 degrees) drawings that will display the dimensions and structure of the product.
Make a model from these dimensions to see if it works as well on paper.
Make a more final model using materials that are close to the desired and perform numerous tests on the product to see if it can withstand everyday use. Adjust accordingly.
Once a finalised product has been fully designed present it to others so that they can give you an appraisal on your work as well as constructive criticism.
Adjust the product on accordance to the viewers/users requests.
Design process/thinking in Design & Technology is the basic and most conventional way to construct knowledge. In other words, generating productive and feasible designs, from both existing ideas and divergent thinking, resulting in a useable product, service, or solutions for social cultural contexts within the 21st century is design epistemology.
"Design epistemology is thus the study of dynamic, collaborative and holistic aspect of this process of knowledge creation that yields useful practice, products, and services." (Tsai, et el, 2013, p. 85).
Project-based learning is appropriate, "for today’s learners because it gives them the opportunity to connect the work they do in school with the larger world around them.” (Lehmann n.d. as cited in Boss, 2014). Project-based learning is where students are given realistic tasks, restraints and expectations to complete products and/or presentations (Jones, Rasmussen & Moffitt, 1997; Thomas, Mergendoller & Michaelson, 1999 as cited in Thomas, 2000). ACARA clearly indicates that project management is a vital requirement of Technologies. They state that it “includes planning; evaluating processes; considering constraints; risk assessment and management; decision-making strategies; quality control; developing resource, finance, work and time plans; and collaborating and communicating with others at different stages of the process.” (ACARA, 2013, p. 5).
To be successful within a Design & Technology, students will be required to use machinery and other hand-held tools that all pose a risk to the students' and teacher's personal safety.
Students need to be well prepared before entering a workshop. Numerous steps and protocols need to be explicitly taught to students and then they need to show they are competent enough to then use the tools. To see if students have fully understood, certain formative assessment needs to be provided.
Risk assessment that correctly identifies each tools hazard and the relative risk it posses and then the appropriate actions.
Demonstration of their ability to use the machinery and tools correctly.
Draft Australian Curriculum – Technologies
. Retrieved from http://consultation.australiancurriculum.edu.au/Static/docs/Technologies/Draft%20Australian%20Curriculum%20Technologies%20-%20February%202013.pdf
Belief, Truth, and Knowledge
(n.d.). Retrieved from https://files.nyu.edu/mjr318/public/btk08/BTK%2001%20-%20Intro.pdf
Boss, S. (2014).
Project-Based Learning: What Experts Sa
y. Retrieved from http://www.edutopia.org/project-based-learning-experts
Conan-Davies, R. (2000 - 2014).
. Retrieved from http://clearlyexplained.com/technology/design-technology/
Kippers, B. & Martin, R. (2013). Assembly Speaker’s Taskforce on Rural Schools. Retrieved from http://www.weac.org/pdf/2013-14/rural_schools_testimony.pdf
Kohne, J. (2010).
Knowledge as a Mental State? A Study on Oxford Realism
. Berlin, Germany: Logos Verlag
Scardamalia, M. & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.),
Cambridge Handbook of the Learning Sciences
(pp. 97-118). New York: Cambridge University Press
Thomas, J. W. (2000).
A Review of Research on Project-Based Learning
. Retrieved from http://www.ri.net/middletown/mef/linksresources/documents/researchreviewPBL_070226.pdf
Tsai, C., Chai, S., Wong, B., Hong, H. & Tan, S. (2013). Positioning Design Epistemology and its Applications in Education Technology.
Educational Technology & Society
, 16(2), p.81-90. Retrieved from http://www.ifets.info/journals/16_2/8.pdf
Tutty, J. & White, B. (2005).
Epistemological beliefs and learners in a tablet classroom
. Retrieved from http://www.ascilite.org.au/conferences/brisbane05/blogs/proceedings/78_Tutty.pdf