Joanne's Reflection

The What

The whole concept of technology was exciting in itself to a person such as myself realising that it didn't revolve around computers. The fact that it evolved through meaningful processes such as investigation, ideating, producing and finally evaluating and reflecting was exciting and challenging.
Just by identifying and connecting to the needs of another person through our first task has helped me realise that technology is an extremely old process, in fact, as old as civilisation itself. (Scope and Sequence Mar 2008). Trial and error, constantly looking to improve or modify the original model to create the new modified version is an ongoing occurrence in our everchanging society.
I found the whole process of researching in regards to the birth of the MUMI Apron quite phenomenal with the internet at my fingertips, local shops full of new technology, magazines brimming with ideas and word of mouth from expectant and mature mothers. The accessibility to the internet also cut down on the time consuming task of searching for a product out there similar to the design we had in mind.
The creation of the WIKI site by Cherie for our project was an enormous bonus with the barrier removed in relation to distance between both team members. This enabled the project to keep moving along with consistent communication remaining strong and productive. Teamwork and communication are a vital element within a projects successful completion and it proved to be a successful joint venture in this case.

So What?

I have learned through this practical task that by going through the phases of investigating, ideating, producing and evaluating you are covering the elements of the technology process.
By evaluating and reflecting the end product it can be found sometimes that there is room for modification of the product again to meet another individuals needs and desires.
I have since discovered that technology surrounds us in our daily interventions and environment and that there are ways of weaving technology into all of the KLA's at one stage or another.
I found the use of the internet to be an invaluable resource tool in regards to researching designs of any similar product out there, materials and fabrics, locality of baby shops in the near and far vicinity and the access and use of this wonderful WIKI site.
The knowledge I have acquired during this task has helped me realise that deeper understanding and learning can occur through the facilitation of hands on activities.
Just like the theory we undertake in the lecture rooms at university, we are then able to put this theory or declarative knowledge into practice at our school placements with procedural knowledge and further extend, refine and use that knowledge meaningfully. (Marzano & Pickering, 1997)
Identifying with the technology process and what it entails, elaborating on communication and teamwork skills and researching components of the project are all learning curves in themselves.
I enjoyed the teamwork and communication that prevailed within this project and the challenging task of meeting a need within a set framework of time.

So what now?

Acquiring knowledge and understandings of the Technology Key Learning Area has assisted me in realising it is largely a hands-on orientated subject. This will greatly appeal to the hands-on/ kinaesthetic learners within the class context.
The new knowledge and understandings will also help me acquire strengths in more areas as I grow towards becoming a learning manager. Within the classroom environment even on a small scale, we can investigate the needs and wants of people. The 'Ways of Working' (Scope & Sequence, Mar 2008) focus primarily on the technology process. The learners (lower and higher level achievers) can participate in all phases of the process. As a future learning manager I can generate and help the students become interested in the world around them and encourage them to learn and acquire new skills in the technology area.
One of the issues I can see would be keeping abreast of the constant changes, modifications and new products entering our ever changing world.
I could improve my current learning practises by drawing technology into other KLA's and then bringing other KLA's into technology. These connections to other KLA's may enhance student learning where they may have a preferred subject. Example: A student who may achieve well in the mathematics area) Networking and teamwork are also an important component within the communication field for students to gain skills. These skills are going to be embedded in their growing knowledge as they go through school and enter society after schooling.
After identifying a need for a person in society and going through the processes of this project with my team partner, it has become apparent that learning can be maximised by students if they can see a reason for working, learn how to go through the phases of technology processes, learn and work together in familiar settings and assist the learners to want to ask questions of their designed environment. (Fleer & Jane, 2004)
To help meet the needs of an everchanging global society, it is encouraged today that learners enter the knowledge society with 'thinking skills' and 'problem solving' knowledge. The KLA of Technology can assist in developing these attributes in young learners with the value it holds in its strong 'hands-on' approach. (Technology Years 1 to 10 Syllabus, 2000)

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