Article | PATT 1996. Proceedings from the conference "Pupils Attitude Towards Technology" | Design and Technology in the Australian Curriculum

Title:
Design and Technology in the Australian Curriculum
Author:
Marianne Hulsbosch: University of Sydney, Australia
Download:
Full text (pdf)
Year:
1996
Conference:
PATT 1996. Proceedings from the conference "Pupils Attitude Towards Technology"
Issue:
005
Article no.:
012
Pages:
97-109
No. of pages:
13
Publication type:
Abstract and Fulltext
Published:
2001-01-19
Series:
Linköping Electronic Conference Proceedings
ISSN (print):
1650-3686
ISSN (online):
1650-3740
Publisher:
Linköping University Electronic Press; Linköpings universitet


The 1989 national collaboration among the States and Territories in Australia resulted in common and agreed goals for schooling. The study areas were divided into eight Key Learning areas; they are:

English
Mathematics
Science
Technology
Languages other than English
Health and Physical Education
Human Society and its Environment
The Arts

Through the Technology learning area; students experience a variety of technologies that:

  • are relevant to contemporary issues and needs
  • have social and economic significance
  • improve the quality of life at home and in the workplace
  • are ecologically desirable and sustainable
  • are particularly relevant to Australia
  • relate to student interest and needs

Through Technology programs students learn to reflect on past practices and future opportunities. They develop an understanding of the influence different groups can have on how technologies are developed and used. They learn to think critically about how technology affects them; their local community and the world. They are able to devise criteria for evaluating the impacts of technology on societies and environments.

Tasks and activities in Design and Technology education assist students to identify questions to explore; to synthesise ways of putting ideas into practice and to implement plans. For example students are encouraged to:

  • build on their experiences; interests and aspirations in technology
  • find and use a variety of technological information and ideas
  • show how ideas and practices in design and technology are conceived
  • explain design and technical language and conventions
  • take responsibility for designs; decisions; actions and assessments
  • trial their proposals and plans
  • take risks when exploring new ideas and practices
  • be open-minded and show respect for individual differences when responding to technological challenges

Design and Technology programs in the schools involve students in generating ideas and taking action as well as in using and developing processes and products that satisfy human needs. In doing so students develop their knowledge and understanding of technology in the past and present; and examine future possibilities and emerging trends.

PATT 1996. Proceedings from the conference "Pupils Attitude Towards Technology"

Author:
Marianne Hulsbosch
Title:
Design and Technology in the Australian Curriculum
References:
No references available

PATT 1996. Proceedings from the conference "Pupils Attitude Towards Technology"

Author:
Marianne Hulsbosch
Title:
Design and Technology in the Australian Curriculum
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