Philosophy of Technology at BIS
The Technology program at BIS is designed to create a balance between the imparting of skills, the acquisition of techniques and knowledge, and the growth and awareness of the students’ personal responses.
Technology can be seen as the total of practical solutions found by people in the course of time and integrated into the daily affairs of societies. It is associated with material objects, in particular things that work. It is seen as the product of skilful human activity such as inventing, calculating, designing, making, constructing, operating, maintaining, repairing, re-evaluating, improving or discarding the things that do not work. It has to do with people making or using things, supporting or enhancing relevant needs in their lives such as nutrition, clothing, shelter, communication, health, learning, pleasure and security.
The study of technology is not solely the acquisition of skills and knowledge about processes which may change or become outdated. It is also about learning how to adapt to new experiences; being able to approach problems with the appropriate skills and techniques; being able to identify important aspects of a problem and develop creative and innovative solutions.
Technology has always been a dynamic, challenging and integral part of human activity. The BIS Technology Program requires students to develop and continually apply the skills involved in investigating, planning, inventing, creating, constructing, testing, modifying and evaluating. The BIS Technology program thus fosters an awareness of the development, application, impact and implications of technology, while it encourages students to acquire and perfect technological skills.
Aims of Technology at BIS
The aims state in a general way what the teacher may expect to teach or do, and what the student may expect to experience or learn. In addition they suggest how the student may be changed by the learning experience.
The aims of the teaching and study of technology are to encourage and enable students to:
• develop a lifelong appreciation of the significance of technology for life, society and the environment
• use knowledge, skills and techniques to create products/solutions of appropriate quality
• develop problem-solving, critical and creative thinking skills
• develop respect for others’ viewpoints and appreciate alternative solutions to problems
• develop an appreciation of the international and intercultural aspects of technology
• encourage curiosity, ingenuity, resourcefulness and discrimination
• develop practical skills through the creation of products/solutions
Objectives
The objectives of any subject state the specific targets set for learning in the subject. They define what the learner will be able to do, or do better, as a result of studying the subject.
The objectives of the BIS Technology Program are based around the Design Cycle. The Design Cycle is a model process for competing projects and it is intended to be the central tool to help students to create and evaluate products/solutions in response to challenges.
The Design Cycle consists of four major stages and these relate to the objectives of the course. Students from Preschool to Grade 10 will experience the Design Cycle as appropriate for their age level.
The Structure of the Subject
Technology as a subject and be taught through Design Technology, Food Technology or Computer Studies. Currently the BIS Technology program is taught through Computer Studies and is divided into the following standards which reflect the stages of the Design Cycle. The curriculum is structured to some day accommodate the other branches of Technology.
Technology in the Primary School is integrated into the Program of Inquiry. In the Middle and High School Technology is a separate class but integrated where possible into the other curriculum areas as per the philosophy of the MYP Middle Years Program. Technology as a separate subject stops at Grade 10.
Curriculum Standards
The following are the curriculum standards based on the Design Cycle for Pre-School to Grade 10. Students will be assessed against these standards as per division specific assessment criteria. (See Appendix 1)
The Design Cycle
The design cycle is a model and it is intended to be the central tool to help students to create and evaluate products/solutions in response to challenges. The MYP technology design cycle consists of four major stages and these relate to the objectives of the course.
Curriculum Standard 1: Investigation
Investigation is an essential stage in the design cycle. Students are expected to identify the problem, develop a design brief and formulate a design specification. Students are expected to acknowledge the sources of information and document these appropriately.
Students will respond to the challenges inherent in the investigation stage as per their developmental readiness. In the Primary Years Program this could take the form of an oral explanation of how the student sees the challenge. In the Middle Years Program this phase of a Design Cycle will take on a more formal structure. All investigations will culminate in the creation of a test with which to evaluate the final product.
Curriculum Standard 2: Design
Students are expected to generate designs that meet a design specification and to evaluate these against the design specification. Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.
Curriculum Standard 3: Plan
Students are expected to construct a workable with which to create their chosen design. The plan will have a series of logical steps that makes effective use of resources and time. Students are expected to evaluate the plan and justify any modifications to the design.
Curriculum Standard 4: Create
Students are expected to document the process of creating their product/solution. Students are expected to make reference to when and how they use tools, materials and techniques. Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution.
Curriculum Standard 5: Evaluate
Students are expected to evaluate their product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations. Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved.
Curriculum Standard 6: Attitudes in Technology
This standard refers to students’ attitudes when working in technology. It focuses on an overall assessment of two aspects:
personal engagement (motivation, independence, general positive attitude)
attitudes towards safety, cooperation and respect for others.