© Trentham Books 1993

International Journal of Technologyand Design Education

T e c h n o l o g y E d u c a t i o n in Australia

1. Technology Education in Australia Australia has recently endured a flurry of reports and reviews of education. The Finn Review (1991) preceded the Mayer Committee Report (1992) on vocational technology education and training. Excellence and Equity (NSW Government, 1989) was the title of the White Paper on curriculum reform in schools. A by-product of Excellence and Equity was the Working Party on Girls Technology Strategy (1988). The Carrick Report (NSW Government, 1989) reviewed schools in New South Wales. The Scott Report was titled Schools Renewal (NSW Government, 1989). And the list could continue. Many of these reports were political responses to lagging economies and spiralling unemployment. Educational reform was seen as an expedient way of assuaging voter concerns. The fact that society was becoming increasingly technological indicated that such reform should be directed toward technology education. This focus on technology education is potentially valuable for technology educators, as long as the end re.ll

i,ll

sult is educationally sound rather than politically expedient. One positive effect of this attention in many areas of Australia is the recognition that technology education is vital for all students, a part of the core curriculum and one of the 'new basics'. As a result, in many areas of Australia technology education is now a compulsory subj ect in lower level high school studies. Another positive result of this national focus on technology education was to give the different states in Australia a common ground on which to co-operate. The Australian states are independent in many ways. Common laws are different, ruling political parties are unrelated, even the rail systems run on different size tracks, creating predictable havoc at the borders. The educational systems are also independent and quite different, to the extent that it is difficult for students to move between states. In the light of this inde,pendence, a united approach to technology education is significant. This national consensus in the development of technology education is part of a broader nation-

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InternationalJournal of Technologyand Design Education

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For eRImtpie i t u d i n t e l • a n a i y g e end p r e d i c t t h e t J ~ p l l c a t i o n a of L n f c m a t i o n t e c h n o l o g i e s for nocLety h i g h i L g h t l n g lmptots on e t h £ o a l l a d v a l u e system8 ( h e n e f t t a and c o s t s . 8 h a r t and lmlg t o n e e f f e c t s , o u l t u r e l a p p r o p r i a t e n e s s . . . ) • d e v i s e eLtecnabLvl applLoe~lona t a d a r t l e s s i n r e l a t i o n t o t e c h e o l o g i o e i p r o b i o M and £aeuaa (environmental, s c i e n t i f i c . huean . . . ) • understand and e x p l o r e d i v e r g e n t vtmm In do~Jioping and a p p l y i n g Lnformation t e c h n o l o g i e s ( p e r c e p t i o n s , concepts, atkLtuden, a s p i r a t i o n s . . . ) • r e e l e r t h e i n f l u e n c e s o f i n f o r m a t i o n t~chnol~gy on york and d e l a y l i f e ( b u s i n e s s praotL©eej d e s i g n and ~ t n ~ f a c t u r l e g preceaaee~ enberttLnmen~ t h e homo . . . ) • e x p l o r e An d e t a L l t h e onnoeptual and t e c h n L c e l p r l r ~ l p l e a t h a t underpin • wide r e a p s o f Lnform~tion t e c h n o l o g i e s (~mputLng, media networking, s a t e l l i t e r e l a y s , fLbro o p t i c s , ~J~D . . . ) • apply t h e p r l ~ i p i e g Of d a t a and i n f o r m a t i o n o n i l o o t i o n t e n ~ l y a l a t~d i n t e r p r e t a t i o n ( r a n g • , v a l i d L t y , a0mple • . . ) ii

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THM D ~ X M OF B T ~ S t u d e n t s develop enda~atanding8 sad s k i l l s Ln t h e a p p l i c a t i o n s of i n t e g r a t e d and programmable e y e i n g . They de~rolop, t e a t and o n n a t r u o t models of Syltonl* O ~ r l t e and uodify e x i s t i n g systems, and i n v e s t i g a t e t h e e f f e c t s of npplLcation8 of t e c h n o l o g i c a l sys~ona. 8 t o d e n t a explone t wide range of u a n ~ t e c t o r L n g , e n g i n e e r i n g end o r g e n i n t i o n a l . . . a p p i i c e t L o n s o f teehnoloplcei systems. the RLKHT8

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• review t h e 81gnifLoaece of r e n o v t b l e energy eyata~n and e x p l o r e how energy can he e t o r n d and c o n v e r t e d i n t o e a e G l e forms ( s o l a r , s l e d , t i d a l . . . ) • l n ~ e a t l g a t e and r e p o r t i n t h e e o n i a l and o u l t u r a l e l f , s of mew systems in a r a n g e of ~ontaxhg ( s a t e l l i t e communications, c e l l u l a r t e l e p h o n e s , l i f e supporh and medLoel d i a g n o s i s , h ~ r m e d l e , compact and l n t e z a c t i v e r i d e s computing systems . . . ) • examine t h e s a f e t y end a e s t h e t i c r e . o r s i n t h e d e s i g n and de~olcgment of g t r n c t u r e e ( f e a t u r e s , p r o t o c o l s 0 8tmndards, performmnce , . . ) • [ n ~ e a t i g e t e t h e develo~eent of systems and c o c h l e a s i n p e a t s o c i e t i e s eed o t h e r c u l t u r e s { ~ h a n i c e l , ele.~tr,onic~ c~mpuhing, e o n e t r u c t L o n , o r g a n t n e t l o n . . . ) • e x p l a i n t h e b e n e f i t s and C!08h| Of d i f f e r e n t e n e r g y aonrcea and a p p l y t h e s e t o d e s i g n e o i n t i o n s ( f o e s l i faeXe, r e n e w a b l e coeitbLnstLonil 0 . . ) • lnveetLgate the ntLlieetion o f m a t e r i a l s i n e y a t m m i n t h e p e s t and p r e s e n t ( c o n e t r u o t L o n . lX~mr g e n e r e t i o n ~ machines. eleohronio circles ...)

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Figure 1" Learning Outcomes for Technology Education Students at Upper Secondary Level. i

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Volume 3 Number 3 1993

International Journal of Technology and Design Education

alistic movement in Australia. Within the last two years the National Education Forum, the Technology Education Federation of Australia and the Industry Education Forum have been established in order to specifically deal with national educational issues and policies. The establishment of these organisations has been accompanied by developing social and political movements toward a more unified and independent Australia.

2. National Statement on Technology Education As a result of a meeting of all state and federal Ministers of Education, a decision was made to develop statements for Australian schools regarding attainable goals for students at various levels. A literature review and mapping exercise (Australian Education Council, 1990) preceded a National Statement on Technology Education (Australian Education Council, 1991). The statement is a suggested guideline for technology education. There is no compulsion involved to follow the guidelines. It will, however, have the long term effect of standardising technology curricula across Australia, as the national statement is used as a guide in developing state and local technology education programs. The statement identifies technology education as having the following components: (a) the processes of designing, making and appraising (b) the consideration of needs, requirements and consequences in each of the processes (c) the processes occur in the contexts of the learning environment; past and present action, and future possibilities; and personal, local, and global considerations. (d) the domains of materials, information and systems. (e) within the domains, the relevant issues, resources, tools and techniques are considered.

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These components are outlined for four levels of education: Iower primary, upper primary, lower secondary and upper secondary. Figure 1 lists a selection of the outcomes for the upper secondary level.

3. Principles of Technology Education Recent United States literature (Journal of Technology Education, 1992) has effectively summarised the various organising principles of Technology Education. The main principles are stated as being based on these perspectives: academic rationalist, utilitarian, intellectual processes, personal relevance and social reconstruction. These organising principles guide the determination of content for technology education. While these principles may be adequate for many subjects in the curriculum, and certainly assist in the determination of content for technology education, they are inadequate because they do not address the organisation of the study of the content. Many US technology education programs reflect this with an emphasis on content and equipment at the expense of process. The principles which determine content must be coupled with a Process Model of technology education. A Process Model would delineate the process of technology. This process is what technologists do with technology, and is also the methodology used to study technology and is therefore a vital element of any technology curriculum. Australian curriculum planners are beginning to pay attention to the need to consider the process of technology as the method of studying technology. The historical tendency amongst both theoreticians and practitioners is to conceptualise technology as an object produced by technological invention, resulting in complex and expensive gadgets. This objective concept is slowly being replaced as a broader understanding of technology as a process that happens within a social context is accepted. The realisation is that technology education consequently must encompass the

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International Journal of Technology and Design Education

Table 1 : Trends in Technology Education process and the context, and this is reflected in the trends that can be identified in technology education in Australia.

4. Trends in Technology Education There are a number of general trends that technology education in Australia is following, many of which are reflected internationally. These trends are outlined in Table 1.

5. Australian Secondary Students and Technology Generally, Australian students have a low level of awareness and understanding of new technologies. Awareness is only evident where new technologies are readily visible in consumer products. Girls have markedly less awareness of artefact technologies than boys.

Australia's share of Gross Domestic Product due to export of goods and services is a relatively low 15% (Scott-Kemmis, 1990). Australian demand for new technology has largely been met by overseas suppliers. This is reflected in the low awareness of Australian students about the new technological environment, and a view of technology, particularly industrial technology, as something external to Australian life. In the context of technology, students feel anxious about future employment opportunities. Particular anxiety is directed toward the school's failure to supply the necessary employment skills with computers and consequent competition for jobs. Students preference is for forms of learning that emphasise creativity, group work, links to real issues, student directed learning and the exploration of issues. Students are very concerned about the environment and believe it is deteriorating. Boys are consistently more optimistic than girls about the fu-

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Figure 2: The Elements of Learning in Technology Education ture role of technology in society and in the environment, and the personal effects of technology.

6. Learning, Instruction and the Curriculum Learning in Technology Education in Australia can be ideally characterised by enterprising action, applying ideas imaginatively, and exploring societal development. The relationship between these characteristics is illustrated in Figure 2. In reality, the approach to technology education by schools across Australia varies widely. Some schools learn about technology, others learn with

technology, and others learn through technology, and a few do all three. Learning about technology is where students learn about the principles of technologies in a social and environmental context. Learning with technology is where students develop skills with technologies and use them to extend their learning. Learning through technologies is where students learn through the application of ideas, materials and resources to meet challenges and solve problems. The emphasis on learning about, with, and through technologies varies in schools across Australia. A variety of learning processes are utilised in technology education, the most common being design, problem solving, co-operative learning and making projects. Making projects has been and still is the most common approach to teach-

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International Journal of Technology and Design Education

ing technology. Projects are often retained as the focus of activity as design and problem solving is incorporated into the class activities. Many states in Australia are currently developing frameworks for technology education. The frameworks are conceptual plans for technology education, designed to give school programs purpose and direction, while allowing freedom to respond to local contexts. Such initiatives are in line with a general trend to give schools more autonomy in staff recruitment, budgeting and curriculum planning. The concept of multi-skilliiag is increasingly used by schools in relationship to technology education. This refers to the development of broad skills that are transferable to a wide variety of contexts, and not just technical skills with limited application, as has been the case in the past. The progression of students in technology education from kindergarten to year 12 is a major issue. Of specific concern is the link between primary and secondary technology education, and a number of states are beginning to address this issue through the development of K-12 frameworks, rather than separating K-6 and 7-12. Assessment strategies are broader than those traditionally used to assess technical skills alone. This is in response to the need to assess a wider range of capabilities, knowledge, and personal qualities. Assessment methods include criterion based and goal based assessment, profiling, portfolio work, self assessment and peer assessment. A vast range of equipment is used in technology education, everything from junk boxes of waste materials to simulation software for computing systems. Some innovative programs to access equipment are being experimented with such as specialist centres within schools and school clusters, and mobile laboratories. Links with industry also have the potential to make available equipment to schools.

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7. Teacher Education Pre-service education tends to lag behind the needs of the schools. The perception is that technology teacher training is more appropriate for the past than the present, and there are very few courses in technology education for K-6 teacher trainees. Computing and design courses are beginning to receive attention, but they are often discrete and not integrated into technology education. In-service education also falls short of the needs of teachers to keep pace with the rapid changes in technology education. Adequate in-service is one of the essential curriculum implementation strategies that is often overlooked.

8. Initiatives in Technology Education Abroad range of initiatives in technology education are underway or planned across Australia. Many are at the exploratory stage of development and are yet to be disseminated across whole systems. The initiatives are closely linked in many instances with the development of K-12 frameworks and guidelines for technology education. These initiatives are summarised below, and are grouped according to similar goals. a.

Design Centres Electronic Learning Centres i.e. dedicated spaces for specific activities.

b.

Girls Education Strategy

Gender equity is a major issue in technology education. There are many initiatives to promote gender equity through research, information, teacher pre-and in-service, and student programs in education, and specifically technology education. c.

Technology High Schools

Upper Level high profile technology education programs emphasising commercial applications with a generous supply of high-tech equipment. Clear articulation with higher education and era-

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InternationalJournal of Technologyand Design Education

Table 2: Key Learning Areas in Study

g.

Primary Technology Project

Development of curriculum units and teacher training in primary technology education. I. ployment. They emphasise learning about and with technology in all areas of the curriculum. d.

Schools Industry Links

Links with local business or industry to co-operatively enhance learning and improve articulation between schools and the work place environment. e.

Keylink

These initiatives provide access to electronic mail and various electronic communication facilities. f.

Tek Pak

Portable teaching facilities and supporting curriculum materials, particularly applicable to isolated outback schools.

Technology Schools of the Future

High-tech teacher support materials and access for students, with trained support, to futuristic technologies. i.

Education Parks

Year 11 and 12 colleges with special emphasis on technology education. j.

Students with Special Needs

Modification of facilities and equipment, including student development of devices to aid the disabled.

9. The NSW Approach to Technology Education New South Wales is the most populous of the six states and two territories in Australia. Its educa-

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coURSF.S

IN THE TECHNOLOGICAL

AND APPLIED

KEY LEARNING

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FINAL YEAR OF STUDY

EXISTING COURSES

K I 6

7

• Computer Awareness

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1991

Science and T~chnology K-6

1995

Investigating Science

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AREA

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1994

1994

N e w Courses Design and Technology (Mandatory - 200 indicative hours) * Design and TechnoluIY (AddRiona1-200 indic'iUve hours)

• Indusa'ial Arts

1993

1994

* Engineering Studies

• Home Sci¢nc*

1993

1994

* Food Technology

• Technical Drawing

1992 1992

* Grapkict * Mass Medis Communication Continuing Courses as Indicated - Agrlculnxr¢ Computing Studies -

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Y r 11

Textile

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Y r 12

New Courses

11

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q' Applied Smdiea

1992

• Industrial Technology

1993

1994

* Design and Technology

1993

• Home Science

1992

1993

* Food T~chnology

1993

• Graphics • Industry Studies

• Rural Technology

1993

• Mass Media ,,Communication Continuing C o u p e s as Indicated - Agriculture - Computing Studies En&in~ring Science - Sh~p Husbandry and Wool Technology -

- Textilesand Design Computing Applications(ContentEndorsed)

-

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JSST BOARD DEVELOPED

12

- Accounts - Clerical - I~lectronicsT~hnology Travel -

CONTENT"ENDORSED Automotive S t u d i c s - Hospitality Smdi~

-

- Ofi'tca Stu~ - Rural Studi~

Table 3: Technological and Applied Studies Subjects

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International Journal of Technology and Design Education

tional system has recently undergone the most dramatic changes in both content and structure of any of the states. In response to a number of reports and reviews of education, the Education Reform Act 1990 was introduced, describing the program of reform to be introduced in NSW schools from the beginning of 1992. The most dramatic change outlined in the Act is the new Key Learning Areas (KLA) that make up the K-12 curriculum. These areas are listed in Table 2. Co-ordinating Committees have developed frameworks for each of the Key Learning Areas. The course requirements are defined in terms of expected outcomes and objectives rather than the specification of mandatory time limits, so indicative rather than stipulated time requirements accompany each K L A . This allows student progression to be based on achievement rather than lock-step yearly promotion. Consequently, accelerated progression is possible. The KLA of interest to technology educators is Technological and Applied Studies. This KLA brings together a diverse set of disciplines which all share the design process as the basis through which students experience a range of technologies. Table 3 outlines existing and proposed courses in the Technological and Applied Studies Key LearningArea. Design and Technology is the foundation course for this KLA. Because it is compulsory it will replace many of the current electives in the industrial arts and home economics areas. Design and Technology consists of a mandatory course for all students for a minimum of 200 hours indicative time in years 7-10, and a further 200 hour course in years 11-12. It involves 'practical experiences in a process of designing, making, evaluating, using computers, communicating, marketing and managing' (NSW Board of Studies, 1991). At least 50 hours of the manda-

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tory 200 hour course must be devoted to learning about and using computers. Students in the Design and Technology course undertake design projects selected from the following contexts: Agriculture The Built Environment Clothing and Accessories Engineered Systems Food Health and Welfare Information and Communication Leisure and Life-style Manufacturing Transport and Distribution Each design project must use a design process. This process is a planned series of steps applied to an identified need and leading to an end product. It is to develop the following skills: designing making evaluating communicating marketing managing Each design project must address all of the prescribed dimensions. These dimensions relate to (a) Resources: people, materials, tools, energy, time, skills, finance, and information. (b) Domains: personal, commercial/industrial, and global. (c) Human Impact: cultural issues, environmental sustainability, ethics, gender issues, historical issues, motivation and quality. So in Design and Technology, students follow a design process in a number of dimensions to complete a project in a specific context. Aspects of the UK approach to Design and Technology will be identifiable in the NSW system. This was intentional in the design and restructuring of technology education in NSW. For this reason the latest revisions and discussions in the UK 51

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Volume 3 Number 3 1993

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are observed with interest in New South Wales. The many forces arraigned against change lose no opportunity to conclude that it is not working the UK, and therefore should not be continued in Australia. Others observe developments in the UK with a view to learning from that experience. The teachers regarded as best suited to teaching Design and Technology are the traditional industrial arts and home economics teachers. Much of the previous home economics syllabus has been divided into the areas of Design and Technology and Physical Development, Health and Physical Education. These home economics teachers have felt somewhat threatened because of the dissipation of their subject, and generally have concentrated on upgrading and multiskilling in order to be involved in Design and Technology. Industrial arts teachers, on the other hand, have generally been more reticent to change. Other concerns about the new Design and Technology syllabus include the possibility that the syllabus can be taught in a very social and theoretical manner, at the expense of significant manipulative experiences and skill development; that popular industrial courses are being replaced by something that will be less popular; that there is now no longer provision for the less academically able student to continue with successful experiences at school; and that examinations (which are centrally set) reflect the true spirit of Design and Technology rather than one easily examinable aspect of the course.

10. Teacher Training for Technological and Applied Studies in New South Wales A major Australian supplier of Industrial Arts teachers is the University of Newcastle. In 1992, the university introduced a new Bachelor of Education (Design and Technology) to train teachers for the new secondary subjects described above. This degree is designed to replace the Bachelor of Education (Industrial Arts) and the Bachelor of Education (Home Economics). If the subjects of the Technological and Applied Studies Key L e a r n i n g A r e a are to be implemented effectively, then teachers are going to require a broader perspective in both their philosophy and practice of teaching than has been the case in Industrial Arts and Home Economics in the past. For this reason this degree is entirely new, and not simply a combination of the two previous degrees. The degree consists of four strands: technology, design, applied science and education. The technology strand begins with a general introduction of how technological materials are made and manipulated, and the principles of how technological products work. The second year continues this general approach, concentrating on the integration of design with technology. The third and fourth years allow specialisation in specific technologies. The design strand begins with the discrete study of design in first year. Second year emphasises an integration with technology, and the third year emphasises systems and product design. In Applied Science; computing, physics, chemistry and bioscience are studied in first and second years. As the first year of this new degree is completed, changes and improvements are being planned for next year in an attempt to make the degree as relevant and appropriate as possible. The structure of the degree is summarised in Table 4.

Opposite: Table 4: Course Structure for BEd (Design and Technology) Volume 3 Number 3 1993

The University of Newcastle is attempting to provide means for practising teachers to improve 53

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International Journal of Technology and Design Education

their skills and knowledge of Design and Technology through distance education. A one year Graduate Certificate in Educational Studies (Design and Technology), a two year Graduate Diploma in Educational Studies (Design and Technology) and a three year Bachelor of Education (Design and Technology) are all being offered through distance mode. There are many impediments to the successful implementation of these new courses in New South Wales including inadequate supply of materials, tools and equipment, inappropriate laboratory design, insufficient teacher in-service training and overcrowding in an attempt to strive for equity. The resistance of teachers to change is also a factor that must be dealt with. Design and Technology is a more appropriate subject than the traditional technical subjects. It is more relevant in the light of the skills students need and the nature of the society in which they must live.

Bibliography Australian Education Council (1990). K-12 Technology Curriculum Map. Melbourne: Curriculum Corporation. Australian Education Council (1991). National Statement on Technology Education (Draft). Canberra: AEC Carrick Report (1989). Report of the Committee of Review of NSW Schools. Sydney: New South Wales Government. Centre for Technology and Social Change (1990). New Technologies and the Australian Secondary School Student. Wollongong:University of Wollongong. Department of Industry Technology and Commerce (1991). An Evaluation of the Attitudes of Australians to Science and Technology. Sydney: Woolcott Research. Finn Report (1991). Review ofYoung People's Partic~ation in Postcompulsory Education and Training. Melbourne: Government of Victoria Journal of Technology Education (3,2, 1992) Virginia:

Virginia Polytechnic and State University. Mayer Committee (1992). Employment Related Key Competencies: A Proposal for Consultation. Melbourne National Curriculum Technology Mapping Project (1990). Technology in The Curriculum --Trends and Issues Emerging for the 1990's. Tasmania: Education Participation Studies Unit, University of Tasmania. New South Wales Board of Studies (1991a). Design and Technology Syllabus. Sydney:New South WalesGovernment New South Wales Board of Studies (1991b). Implementation of Curriculum Initiatives. Sydney: New South Wales Government New South Wales Government (1989). Excellence and Equity. Sydney: New South Wales Government OECD (1988). Education and the Economy in a changing society. Paris: OECD IntergovernrnentConference. Scott, B. (1989). Schools Renewal. Sydney: NSW Education Department. Scott-Kemmis, D. (1990). Strategic Alliances in the Internationalisation of Australian Industry. Canberra: AGPS.

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Volume 3 Number 3 1993