Technology and technological developments have given rise to profound changes in society, transforming how we access and process information, how we communicate with others and how we work and solve problems.
The MYP holistic approach to teaching and learning acknowledges that inquiry and problem solving contribute to students’ development of thinking skills and strategies that will equip them to face the rapidly changing demands of the 21st century.
MYP technology aims to provide the means and the context to help students become skillful problem solvers, who can appreciate the role of technology in everyday life and society and who can respond critically and resourcefully to real-life challenges.
The MYP technology course intends to:
• challenge all students to apply practical and creative-thinking skills to solve problems in technology
• encourage students to explore the role of technology in both historical and contemporary contexts
• raise students’ awareness of their responsibilities as world citizens when making decisions and taking action on technology issues.
Characteristics of the subject
Technology is one of the eight subject groups in the MYP with defined aims, objectives and assessment criteria. Therefore MYP technology is a subject group in its own right, on a par with any of the other subject groups of the MYP programme.
Inquiry and problem solving are at the heart of MYP technology. During the MYP years, students are expected to solve problems using technology. MYP technology uses the design cycle as the model of thinking and the strategy to help students investigate problems and design, plan, create and evaluate the products/solutions that they generate. A product/solution can be defined as a model, prototype, product or system that students have generated independently. This means that MYP technology expects student to become actively involved in and to focus on the whole design process rather than on the final products/ solutions.
MYP technology requires the use of the Design Cycle for solving problems in technology and promotes a practical and inquiry-based approach. This helps students to develop not only practical skills but also creative- and critical-thinking strategies.
The MYP holistic approach to teaching and learning acknowledges that inquiry and problem solving contribute to students’ development of thinking skills and strategies that will equip them to face the rapidly changing demands of the 21st century.
MYP technology aims to provide the means and the context to help students become skillful problem solvers, who can appreciate the role of technology in everyday life and society and who can respond critically and resourcefully to real-life challenges.
The MYP technology course intends to:
• challenge all students to apply practical and creative-thinking skills to solve problems in technology
• encourage students to explore the role of technology in both historical and contemporary contexts
• raise students’ awareness of their responsibilities as world citizens when making decisions and taking action on technology issues.
Characteristics of the subject
Technology is one of the eight subject groups in the MYP with defined aims, objectives and assessment criteria. Therefore MYP technology is a subject group in its own right, on a par with any of the other subject groups of the MYP programme.
Inquiry and problem solving are at the heart of MYP technology. During the MYP years, students are expected to solve problems using technology. MYP technology uses the design cycle as the model of thinking and the strategy to help students investigate problems and design, plan, create and evaluate the products/solutions that they generate. A product/solution can be defined as a model, prototype, product or system that students have generated independently. This means that MYP technology expects student to become actively involved in and to focus on the whole design process rather than on the final products/ solutions.
MYP technology requires the use of the Design Cycle for solving problems in technology and promotes a practical and inquiry-based approach. This helps students to develop not only practical skills but also creative- and critical-thinking strategies.
MYP technology is structured into three main branches: information, materials and systems. Over the years of the course, the range of outcomes that students design and create should contain a balance of information-, materials- and systems-based products/solutions.
Fundamental Concepts
Teaching and learning MYP technology is underpinned by the fundamental concepts of the MYP:
- Holistic Learning
- Intercultural Awareness
- Communication.
The IB Design Technology Continuum
MYP technology builds on experiences of inquiry that students have gained in their time in the IB Primary Years Programme (PYP). PYP teaching and learning experiences challenge students to be curious, ask questions, explore and interact with the environment physically, socially and intellectually to construct meaning and refine their understanding. Even when there is no technology component in the PYP, the use of structured inquiry is a precursor to the problem-solving and inquiry-based approach of MYP technology.
Students continuing onto the IB Diploma Programme (DP) will have experienced the use of the design cycle and will have developed critical-thinking and design skills, which they will be able to apply and extend in DP design technology courses.
Students continuing onto the IB Diploma Programme (DP) will have experienced the use of the design cycle and will have developed critical-thinking and design skills, which they will be able to apply and extend in DP design technology courses.
MYP DESIGN TECHNOLOGY OBJECTIVES:
The objectives of any MYP subject and of the personal project 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 design cycle is a model and it is intended to be the central tool to help students create and evaluate products/solutions in response to challenges. The MYP technology design cycle consists of four/five major stages and these relate to the objectives of the course. |
Investigate
Students identify the problem to be solved. At the end of the course, they should be able to:
• evaluate the importance of the problem for life, society and the environment
• outline the design brief.
Students should develop the design brief. At the end of the course, they should be able to:
• formulate and discuss appropriate questions that guide the investigation
• identify and acknowledge a range of appropriate sources of information
• collect, analyze, select, organize and evaluate information
• evaluate the sources of information.
Students formulate a design specification. At the end of the course, they should be able to:
• list the specific requirements that must be met by the product/solution
• design tests to evaluate the product/solution against the design specification.
Design
Students design the product/solution. At the end of the course, they should be able to:
• generate several feasible designs that meet the design specification
• evaluate the designs against the design specification
• select one design and justify its choice.
Plan
Students plan the product/solution. At the end of the course, they should be able to:
• construct a plan to create the product/solution that has a series of logical steps
• construct a plan to create the product/solution that makes effective use of resources and time
• evaluate the plan and justify any modifications to the design.
Create
Students use appropriate techniques and equipment. At the end of the course, they should be able to:
• use a range of appropriate techniques and equipment competently
• ensure a safe working environment for themselves and others.
Students follow the plan. At the end of the course, they should be able to:
• follow the plan to produce the product/solution
• evaluate the plan and justify any changes to the plan (when necessary).
Students create the product/solution. At the end of the course, they should be able to:
• create a product/solution of appropriate quality.
Evaluate
Students evaluate the product/solution. At the end of the course, they should be able to:
• carry out tests to evaluate the product/solution against the design specification
• evaluate the success of the product/solution in an objective manner based on testing, their own views and the views of the intended user
• evaluate the impact of the product/solution on individuals and on society
• explain how the product/solution could be improved.
Students evaluate their use of the design cycle. At the end of the course, they should be able to:
• evaluate their performance at each stage of the design cycle
• suggest ways in which their performance could be improved.
Attitudes in Technology
This objective goes beyond technology and refers to encouraging attitudes and dispositions that will contribute to students’ development as caring and responsible individuals and members of society. This objective is set in the context of the technology class (and it is also present in MYP sciences as “Attitudes in science”) but will pervade other subjects and life outside school. It includes notions of safety and responsibility when working in technology as well as respect for and collaboration with others and their shared environment.
During the course, students should:
• carry out units of work in technology using materials and techniques safely and responsibly
• work effectively as members of a team, collaborating, acknowledging and supporting the views of others
Grading Scale:
- Criteria A: Inquiry and Analysis
- Criteria B: Developing ideas
- Criteria C: Creating the Solution
- Criteria D: Evaluating
Homework:
• Homework will only be assigned if needed as all your work is expected to be done collaboratively in your groups during class time.
Late Work:
Assignments are due at the end of a specific class based on the Due dates listed for each grade and each project.
1st class day = Eligible for full credit (original date for on-time submittal of assignments)
2nd class day = 50% credit (maximum allowable grade)
3rd class day = No credit
Tutorials:
Please come in for tutorials! Just make an appointment with your technology teacher for tutorial sessions.
Absences:
• It is important that you are present in class every day. Technology builds on your previous knowledge and learning experiences.
• Missed work is THE STUDENT’S RESPONSIBILITY. You will be expected to check the calendar, complete the work, and turn in the missing assignments.
• Assignments, due dates, materials needed, etc will be posted in the Technology Lab
Group Work:
You will work with others in cooperative learning groups. Research supports this as an effective method for learning, and “teaming" is required in more careers each year. The ability to work well on a team is a skill to cultivate.
Group work will be assessed in a variety of ways. It is expected that everyone will collaboratively work in the group in a positive way to the effort.
Here you will find useful documents, announcements, suggested links and assignment/projects criteria among other resources for your MYP Technology classes.
Looking forward to an exciting year in MYP Technology!
MYP Technology Educator @ EPS :
Ms.Nazia Choudhry
Note: Please use the links on the left to navigate through the website.
