The Design Cycle
Through studying the ‘The Technology Design Cycle’ in
this week’s topic, the following stages were highlighted as fundamental in the
cycle according to my understanding:
1.
Identify a need
Refine the nature of the need – who is affected by it
and what is the solution?
For example,
creativity and independence in the area of technology in the classroom is
lacking. Children in some schools are not given the chance to explore
technology through an inquiry approach to the subject.
2.
Research the Problem
Research is required to get better insight of the
problem and essential, achievable solutions – what are the boundaries? What is
available to create a solution?
For
example, what digital technology is available to the targeted
schools e.g. ipads, computer labs, IWB (interactive whiteboards)?
3.
Formulate a Design Specification
Specifications should be established in the formation
of the design – what time, expense, materials, processes, safety precautions
etc. will be needed?
For example,
say the design solution for this problem is to have the children design their
own app/game for the use of a computer or iPad – possibly a term may be needed
for children to do this in depth and properly, a computer lab or numerous iPads
may be needed, a free legal site/app will be needed to be accessible for
students to create their own app/game, a safe working environment will need to
be organized etc.
4.
Designing a Solution
Designing and ‘justifying’ the solution – how does it
meet the criteria?
For example,
students are expected to be competent in working with design technology and
knowledgeable of how devices work and how their design can affect others. This
design suits this criteria.
5.
Building a Prototype
Identifying the design process – how will students be
expected to create the given design?
For example,
students are expected to plan design as a hard copy with their aim, their
colour scheme, the theme of the game, their target audience, their potential
problems, their solutions etc.
6.
Evaluating and Rethinking
Problems are evaluated and the planning is altered to
suit the new and improved design.
For example,
it would seem apparent the more students would have access to a computer rather
than an iPad both at school and at home, therefore it would be more appropriate
to have them design a computer game rather than an app.
Overall it is obvious through the given example
throughout the steps, the Technology Design Cycle is a useful guideline to use
in pedagogy to ensure all aspects of a particular design are covered before
implementing.
Here are Some Reflections to Course Readings
Teaching
Technology, purpose and pedagogy – Reflection
· Jones, Buntting and de Vries (2013). The developing field of
technology education: a review to look forward.
Jones, Buntting and
de Vries, essentially review technology and the development of throughout the
last 20 years. They provide an in depth synthesis of where it is now, where it
is heading and how educators should cater for this. Jones et al. elaborate a
useful strategy for implementing technology in the classroom, “For technology education, Jones and Moreland’s (2003) model identifies
seven constructs that seem important: the nature of the subject and its
characteristics; conceptual and procedural knowledge, so that specific learning
goals can be identified; knowledge of the curriculum; knowledge of student
learning and progression; specific teaching and assessment practices of the
subject; understanding the role and place of appropriate subject-related
contexts; and managing the classroom environment in subject-appropriate ways.
(2013, p. 200).”
This quotes
makes it seem important to be aware of the diverse levels of students, knowing
where you need them to be (learning wise), consequently what it is that needs
to be taught and essentially how you are going to implement this in a way that
the students will cope with. Perhaps to cater for diverse learning capabilities
set up a range of learning areas in the class room – have the students rotate
in groups between the use of ipads, computers, IWB, watching a clip and have
this as coverage of technology on a specific topic e.g science (this way you
kill two birds with one stone). Lastly, the authors make it clear that teacher
knowledge is the most important aspect in this pedagogy, it is critical that
the teacher remains up to date with modern day implementations and curriculum.
Lewis
accentuates the significance of creativity in this subject area.“It
is clear from the sparse mainstream educational literature on inventiveness in the
schools, that the efforts within technology education are not well known
outside the field. More needs to be done across countries to make educational
policy makers and researchers more aware of this aspect of the subject.
Invention and design are correlated (2002, p. 262).” Important
Implementations within technology to encourage creative technology include:
- Problem solving
- Divergent thinking
- Combination thinking
- Metaphorical thinking
- Analogical thinking
- Metaphorical thinking
Brief points highlighted within the article
- Students should be presented with a
problem and left to decide their own solution using whichever -method they
choose –this will determine their learning strategy
- The successful and unsuccessful
student reflections during class discussion will elaborate to them the
connection between problem solving and technology in today’s society
-Having the students work
collaboratively with their peers in this subject area will allow them not only
to develop literacy skills but form a broader knowledge base on working with
technology through sharing skills and ideas.
Advantages
of Concept Mapping
Here is an example of my own...
References
Buntting, J., Vries, D. (2013). The developing field of technology education: A review to look forward. International Journal of Technology Design Education, vol. 23, pp. 191-212.
Collab, K. (2014). Bubblus: Brainstorm and create. Retrieved from https://bubbl.us/
Lewis, T. (2009). Creativity in technology education: Providing children with glimpses of their inventive potential. International Journal Of Technology & Design Education, 19(3), 255-268. doi:10.1007/s10798-008-9051-y.
Mawson, B. (2003). Beyond the design process: An alternative pedagogy for technology pedagogy. Retrieved from http://technology-pedagogies.com.au
