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Guidelines for the Development and Evaluation of Technology Education Resources

The Guidelines

1. Clearly identify the needs and/or opportunities for the resource
What is the nature of the resource?

  • Is it educational, promotional or advertorial?
  • How it will improve teaching and learning?

Why is the resource being developed?

  • Is it filling a gap in the available resource base?
  • Is it in response to a curriculum change?
  • Is it a sponsor initiative?

For whom is the resource being developed?

  • Technology teachers
  • Students
  • Wider community

At what year group is it targeted?

  • Junior school
  • Middle school
  • Senior qualifications programmes

Are there priority messages to be communicated? For example:

  • The nature of technological practice
  • Concepts underpinning technological systems
  • Ethical issues in materials use and/or development
  • Career opportunities in technology
  • Health and safety issues

2. How are the 'user' requirements addressed?
Who are the stakeholders and what do they want/need from the resource?
     Consider:

  • Technology teachers
  • Students
  • Senior management
  • Wider school community
  • Tertiary providers
  • Enterprise community
  • Practising technologists
  • Advisory services
  • Sponsors

Identify the environment in which the resource will be used:

  • Is it a stand-alone new resource or a modification/extension of an existing one.
  • Does it require links with other resources
  • Does it require specific physical spaces
  • Does it fit within a specific course structure
  • Does it require an ICT support base

Is the language and imagery appropriate to students in New Zealand classrooms?

Is the language and imagery:

  • gender inclusive, and non-discriminatory in terms of gender, race, role and age
  • culturally appropriateness, with references and contexts?
  • a Te Reo Mäori component or translated document

Is the resource credible?
     Consider:

  • Was there expert involvement when writing, testing and trailing?
  • Does it address health and safety requirements and relevant codes of practice?
  • Does it encourage students to use higher order and critical thinking?
  • Does it promote group collaboration and student centred learning?

3. Testing, trialling and on-going modification processes
How well does the resource meet the user requirements?
     Consider:

  • using reference group feedback.
  • field testing.
  • Does it follow current Ministry of Education guidelines?
  • Do its activities align with safety practices accepted in Ministry of Education Safety Guidelines for Technology Education?

4. Presentation, promotion and on-going support for the resource
Have all appropriate media been considered?

  • Hard copy
  • Video tape
  • CD Rom
  • DVD
  • Website

How user-friendly is the resource?
     Consider:

  • Is the reading level and language used appropriate for the target group?
  • Is any text presented in a logical, clear manner, with appropriate headings, subheading and paragraphing?
  • Are specialised terms and concepts used, and are these explained in a glossary?
  • Are diagrams and images used appropriately; are there enough?
  • Is the material presented in a visually clear manner to enhance comprehension (e.g., colour contrast; key points highlighted)
  • Are electronic materials accessible to as wide an audience as possible (e.g., cross platform, using commonly available software)

How is the resource being promoted to other teachers?
     Consider using:

  • workshops
  • subject association meetings
  • conferences
  • advisory services

Is the resource being promoted in an ongoing manner?
     Consider using:

  • subject advisers
  • subject associations
  • education publications

What level of support will those using the resource receive?
     Consider using:

  • National/regional facilitators
  • Advisory
  • Central help desk

Can this support be easily accessed?

5. On-going relevance and sustainability
     Consider:

  • Will the resource be a 'one-off', be re-used for the same level group, or be developed further?
  • How will its use be evaluated?
  • How will improvements/developments be implemented, and does the original structure accommodate this?