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Section 4

Specific Issues in Technology

This section deals with:

  • ICT and technology
  • exemplification of certain targets and terms used in the Guidelines
  • a summary of the basis for progression in technology education.

    ICT and technology

    Information and communications technology (ICT)

    ICT can help pupils to learn about technology and at the same time develop their skills in using ICT. Skill in the use of ICT can be developed through pupils:
  • investigating sources of information and ideas through searching databases and encyclopaedias and,          when appropriate, the internet
  • collecting, recording and presenting information using spreadsheets and associated charts and          graphs
  • drafting reports
  • creating images of design solutions
  • controlling devices, and sensing or monitoring conditions.

    Pupils should develop a sense of when it is appropriate to use ICT and when it is not. The examples of practice provide exemplification of this.

    In Rainforest recipes (p. 38) pupils use images of the outcomes of their work in producing a recipe booklet. Pupils appreciate they are producing a booklet to give or sell to other people. Using ICT enables them to produce high-quality work that is suited to the purpose. It also provides additional encouragement to the pupils to produce their very best images and clear instructions for the recipe booklet. Earlier in the task, the pupils do not use ICT. They produce records of tests and suggested solutions using manual techniques. Modelling of the solution is important, as P3 pupils require tangible ways of seeing their ideas. The use of computers would not allow this to occur here.

    For Smart alarms (p. 44) pupils are required to produce their proposed package using a graphics programme. This enables pupils to produce images and text that represent those seen in commercially available products. Pupils can employ techniques similar to those used for commercially produced items.

    Designing and making a way of exploring in space (p. 23) is a task that might include some basic computer control of the vehicle.

    Coping with climate (p. 12) includes the need to compare and contrast a range of fabrics. The test results can be recorded using a spreadsheet and by presenting the data in bar- chart form. The task also provides opportunity for pupils to plan how they are to cut the parts of the garment from stock materials using a simple 'draw' programme.

    Advertisements for Smart eating (p. 13), Being enterprising - producing to sell (p. 24) and Party food (p. 25) can also be produced using graphics programmes.

    As suggested earlier, it is possible for pupils to produce entire folios of their work using ICT. However, this would require considerable investment in both computers and software to allow:
  • data collection and presentation
  • drawing and word processing
  • scanning of images and useful text source material
  • digital photography of ideas, models and stages of construction of the selected idea.

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