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|Authors:||Marianne Hulsbosch: University of Sydney, Australia|
|Publication title:||Design and Technology in the Australian Curriculum|
|Conference:||PATT 1996. Proceedings from the conference "Pupils Attitude Towards Technology"|
|Publication type:||Abstract and Fulltext|
|Abstract:||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:|
Through the Technology learning area, students experience a variety of technologies that:
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:
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.
|No. of pages:||13|
|Series:||Linköping Electronic Conference Proceedings|
|Publisher:||Linköping University Electronic Press, Linköpings universitet|
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