Technologies literature review: Senior syllabus redevelopment

<b>Overview of methodology and findings</b> \ud \ud This literature review focuses on the current suite of Technologies subjects , which includ es eight Authority subjects , nine Authority -registered subjects , and 17 commonly offered vocational education and training (VET) qualifications. To simplify discussion, these have been placed into three loose but distinct subgroups:\ud \ud - Information communication and technology subgroup\ud \ud - Home economics and hospitality subgroup\ud \ud - Design subgroup\ud \ud An environmental scan was undertaken of a range of Australian and international syllabus documents , outlined in Table 2 below. The international jurisdictions were chosen because, as proposed in Queensland, they make use of both internal and external assessment to determine students’ level of achievement in senior secondary schooling. \ud \ud <b>Summary of recommendations</b>\ud \ud The distinguishing characteristic of subjects in the current Technologies subject group is that they all engage students in a range of cognitive, creative, communication and critical thinking skills, as well as include a technical or ‘hands-on’ component . This hands-on component is more than a demonstration of performative skill; it is also a demonstration of knowledge — it embodies a student’s design thinking, something which is otherwise difficult to articulate. Perhaps, because of the tradition of school -based assessment in Queensland, the Technologies subjects have all moved to a unique position which privileges project work and the evidencing of understanding, supported through reflection and evaluation, and through artefacts such as machines, software programs, garments, furniture and portfolios. In all national and international jurisdictions reviewed, the emphasis (in part) appears to be on prescriptive theory and the assessment of understanding through formal written examinations. The Queensland syllabuses have thus become an example of constructionism, a student-centred learning theory allied to constructivism and experiential learning, which is bound up in the notion of learning- by-doing and by being socially and reflex ively engaged in the task (see Ackermann, 2004; Harel & Papert, 1991; Hoban, Nielsen & Carceller, 2010; Kafai & Resnick, 1996). The Technologies subjects are about process and product, with the product being an embodiment of the process and its inherent decision-making, problem -solving and technical skill.\ud \ud The overarching recommendation is that this unique approach is maintained and that the emphasis remains on meaningful practical outcomes for students in Technologies. This respects the cognitive aspects of these subjects (over the performative) and allows the subjects to genuinely address the 21st cent ury skills of creativity, critical thinking and communication