Technological Literacy: Implications for teaching and learning
Learning Progression Diagrams
The connections in these Learning Progression Diagrams show how learning progresses between the indicators within and across levels for each component of the Technology curriculum: Brief Development, Planning for Practice, Outcome Development and Evaluation, Characteristics of Technology, Characteristics of Technological Outcomes, Technological Modelling, Technological Products and Technological Systems.
These diagrams have been developed as part of a new research project Technological Literacy: Implications for teaching and learning. This project aims to explore and document how technological literacy can be supported through programmes based on the integration of the three strands of the Technology learning area in The New Zealand Curriculum (2007). These Learning Progression Diagrams are currently in draft form and will be trialed in the Technological Literacy: Implications for teaching and learning research and used to explore the connections between components as a first step in the development of an understanding of technological literacy.
Browse online (diagrams as jpegs): Brief Development | Planning for Practice
Outcome Development and Evaluation |
Characteristics of Technology
Characteristics of Technological Outcomes | Technological Modelling
Technological Products | Technological Systems
About the Technological Literacy research project
The Technological Literacy: Implications for teaching and learning research project is funded by the New Zealand Ministry of Education and runs from July 2010 to June 2013. The contract is held by UniServices Limited, a wholly owned company of The University of Auckland. The Project Director and Senior Researcher is Dr Vicki Compton and Ange Compton is a co-researcher.
Moira Patterson will join the research team in 2011 as an additional researcher. This research will explore how the strands and components of Technology work together to support the development of a deep, broad and critical technological literacy as students move from Years 1 to 13. Tentative descriptions of how this literacy might shift are provided by the following terms: foundational literacy, citizenship literacy and differentiated literacy.
The findings from this research will provide guidance to support the successful implementation of Technology from Years 1 to 10 and to support the senior secondary sector as it moves to develop specialist Technology programmes aligned to Technology in the 2007 NZC. This research will also support ongoing professional and resource development initiatives.
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