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5Technology and Society

The 2004 technology assessments included eight assessment tasks relating to technology and society.

Seven of the tasks were identical for year 4 and year 8 students. The other task was given only to year 8 students.

One is a trend task (fully described with data for both 2000 and 2004), four are released tasks (fully described with data for 2004 only) and three are link tasks (to be used again in 2008, so only partially described here).

The task details and results for the trend task are presented in the first section, followed by the task details and results for the released tasks. The third section contains some task information and the results for the link tasks.

Comparing Results for Year 4 and Year 8 Students

Averaged across 89 task components completed by both years, nine percent more year 8 than year 4 students or teams produced correct or strong responses. This indicates that, on average, students have made modest progress between year 4 and year 8 in the skills and understandings assessed by the tasks.

Trend Results: Comparing 2000 and 2004 Results

One trend task involving 13 components was administered to students in both the 2000 and 2004 assessments. Because there was only one trend task, the results must be viewed with considerable caution.

For year 4 students, there was a small improvement from 2000 to 2004, with on average three percent more students succeeding with the task components in 2004. The 2004 students scored higher on nine components and lower on two, with no change on two more components. For year 8 students there was a small decline between 2000 and 2004, with on average four percent fewer students succeeding with the task components in 2004. The 2004 students scored higher on five components and lower on eight.

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Questions / instructions:

% response2004 (‘00)

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% response2004 (‘00)

year 4 year 8

Trend Task: Biscuits One to one 4 & 8 Exploring technological change and its impact 2 pictures

This activity is about factories where biscuits are made.

Here are two pictures.

Give student picture 1 (old factory).

This picture shows a factory where biscuits were made about 50 years ago.

Give student picture 2 (modern factory).

This picture shows a modern factory where biscuits are being made now.

Place pictures 1 and 2 alongside each other.

Now I would like you to think about the main changes in biscuit factories from fifty years ago to nowadays.

Commentary:

Students generally commented on the development and use of more sophisticated machinery and the reduction in labour, but largely missed the other issues. About 30 percent more year 8 than year 4 students gained a total score of four or more. Compared to four years earlier, year 4 students had gained slightly, but year 8 students scored slightly lower.

3. How have these changes affected people’s lives?

distribution networks allow fewer, larger, centralised factories 2 (0) 1 (3)

higher safety/hygiene requirements 4 (5) 8 (17)

less employment (overall) 12 (8) 41 (61)

shift from manual to more sophisticated jobs 18 (9) 21 (18)

less work-related health problems 3 (0) 4 (1)

factory-made biscuits now readily available, cheaper and widely consumed 4 (0) 8 (12)

Total score: 6–13 2 (0) 9 (15)

4–5 17 (9) 41 (54)

3 22 (29) 29 (17)

2 28 (24) 16 (8)

0–1 31 (38) 5 (6)

1. What changes do you notice about the factories?

more modern, sophisticated machinery 74 (72) 90 (89)

fewer or no people involved 67 (59) 85 (90)

more hygenic methods 4 (2) 13 (16)

less dangerous conditions for workers 1 (2) 5 (3)

2. Why have these changes happened?

quantity of biscuits required has increased 4 (2) 11 (9)

increased cost of employing people 3 (3) 12 (16)

more sophisticated machinery developed /available 38 (38) 60 (73)

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Approach: Focus: Resources:

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% responses y4 y8

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Questions / instructions:

Task: Cooking Station 4 & 8 Evaluating decisions and consequences 3 pictures

Tane’s mum uses a hängi, an electric oven and a microwave. All are useful for cooking.

There are good things about using each of these ways.

1. Why is a hängi useful for cooking?

2. When would you use a hängi?

good for cooking food for lots of people 14 35

doesn’t require electricity (can cook outside) 20 35

important for cultural/social occasions 37 65

doesn’t need a lot of attention during cooking 2 4

3. Why is an electric oven useful for cooking?

4. When would you use an electric oven?

can control temperatures accurately 5 14

can cook in lots of different ways:

– including at same time 2 4

– not including at same time 16 25

Commentary:

About 30 percent more year 8 than year 4 students obtained a total score of four or more.

5. Why is a microwave useful for cooking?

6. When would you use a microwave?

cooks quickly 27 56

good for defrosting, reheating 44 48

low energy use/doesn’t heat environment as much as stove 0 1

Overall extent to which student was able to justify comparisons of the three cooking methods:

three or more valid comparisons 0 1

two valid comparisons 2 4

one valid comparison 14 20

no valid comparisons 84 75

Total score: 6–13 1 8

4–5 9 31

3 20 28

2 26 23

0–1 44 10

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Questions / instructions:

Task: Computer Games Group 4 & 8 Evaluating consequences Picture, Working Together Team card, team answer sheet

Read and explain Working Together Team card with the students.

2. Tell me the good and not so good things about children playing computer games.

Good things: develops useful skills (problem solving, hand/eye coordination) 8 28

gives useful knowledge 66 62

positive social reasons (play with someone) 6 18

motivating/entertaining/enjoyable 61 73

Not so good things: negative social reasons (do by yourself) 32 68

health issues (eye strain, RSI, lack of exercise) 81 75

learning undesirable skills/knowledge/ attitudes (violence) 39 55

Students respond.

3. Are there any ideas you want to change or more ideas that you want to add to your answer sheet?

Allow time for students to change or add ideas.

Computer games change as inventors think of new ideas. In your group discuss how you would like computer games to be improved in the future. Write down your answers on the back of the sheet of paper. It would be good if a different person was your writer this time.

Turn the answer sheet over and encourage a different student to scribe for this part of the task. Allow time.

4. Tell me the ideas that you had for improving computer games in the future.

Improving games: greater impact, realism, use of 3D 33 66

better designed for social interaction 8 4

more interactive or able to be customised 20 22

more educational, knowledge focused 29 25

ideas for reducing health concerns 3 5

Students respond.

5. Are there any ideas you want to change or more ideas that you want to add?

Allow time for students to change or add ideas.

Total score (based on questions 2 and 3): 6–7 1 6

5 5 21

4 21 35

3 40 22

2 26 13

0–1 7 3

Commentary:

Year 8 students generally identified more good and not so good aspects than year 4 students, with 35 percent more identifying four or more aspects.

1. How many of you have played computer games? not marked • •

Hand out picture.

Here is a picture of someone playing a computer game.

Some people think it is good for children to play computer games. Others think it is not good for children to play computer games.

In this activity, you will be discussing the good and not so good things about computer games. As you discuss your ideas, write them on this sheet so that we can talk about them later.

Hand out answer sheet. Allow time.

play computer games.

we can talk about them later.

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Approach: Focus: Resources:

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Questions / instructions:

% responses y4 y8

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Task: Aquada Group 4 & 8 Evaluating decisions, strategies, outcomes and consequences Video recording on laptop computer, Working Together Team card, cue card

This activity uses the computer.

Read and explain Working Together Team card with the students. [see previous task, Computer Games].

Place cue card in front of students.

You are going to begin this activity by watching a video. The video shows a new type of car that has been invented. It is called an Aquada.

Click the Aquada button. The video will start.

1. As a team think and talk about the advantages, or good things, and the disadvantages, or not so good things, about the Aquada. Write your ideas on this answer sheet.

Hand out answer sheet. Allow time.

Now read to me the advantages and disadvantages of the Aquada that you have written down.

Allow time.

To what extent have the comments captured particular advantages of this amphibious car? very strongly 4 9

strongly 39 47

moderately strongly 43 37

weakly 14 7

To what extent have the comments captured the particular disadvantages of this amphibious car compared to an ordinary car, boat, or both?

very strongly 0 13

strongly 37 46

moderately strongly 47 33

weakly 16 8

Now look at the disadvantages you have noted.

Commentary:

Year 8 groups performed only marginally better than year 4 groups on this task, but were more able to identify disadvantages of the amphibious car.

SOUNDTRACK:[Shots of car driving through city streets, then down into the sea.]

Voiceover: Auckland’s daily commute may soon become a lot easier for the rich few. This sporty little number loves the water as much as land and it’s been showing off on the Waitemata.

Neil: So where abouts is it you work?Alex: Just straight across – just at the base of the Sky Tower.

And we just go straight across the water?Neil: Absolutely.

[Car drives down ramp into the sea.]

Neil: When the indicator light that’s flashing on the console there goes solid, you’re fully transformed into a sport’s boat.

Voiceover: Buyers are already sniffing around. Buyer: It felt like a boat... with a car feel... if you could put it that

way. It felt like a real mix.Voiceover: At this stage though it is priced at a staggering $400,000. But it

certainly beats hours in gridlock or even the ferry.Alex: You set your own schedule, choose what you want to listen to

and go as fast as you like.Neil: Commuting around Auckland in these will be fantastic. You’ll

save all the time on the Harbour Bridge. It’ll be great.Voiceover: The Aquada has a top speed of around 50 kilometres an hour

on the water, 160 on the road.

2. How could the Aquada be changed or improved to overcome these disadvantages? Talk about your improvement ideas for the Aquada and write them beside each disadvantage on the answer sheet.

Allow time.

To what extent do suggestions for improvement seem to be feasible and worthwhile?(not just decorative): very strongly 5 7

strongly 28 27

moderately strongly 51 53

weakly 16 13

To finish off, discuss what you think might happen if lots and lots of these cars were used, then I’ll ask you to tell me what you think.

Allow time.

3. Now tell me what you think might happen if lots and lots of the Aquada cars were used.

not marked • •

Total score: 8–9 1 7 6–7 17 21 4–5 38 44 2–3 31 20 0–1 13 8

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Task: Organic Waste One to one 8 Evaluating consequences and generating solutions 2 pictures

In this activity you will be looking at pictures showing different ways to dispose of waste.

Commentary:

Students tended not to focus on personnel or cost issues, but on issues related to pollution and useful by-products.

Show picture 1.

Here is a picture of a compost bin and where the compost is used.

1. How do you think this way affects the environment and people?

doesn’t fill up landfill/ less to be carted away 27

creates useful product for garden 64

can be done easily at home by one person 4

can have unpleasant smell or look 29

low operating cost (compared to landfill) 5

Show picture 2.

Here is a picture of a rubbish bag and a landfill where the rubbish ends up.

2. How do you think this way affects the environment and people?

easy for people to do 7

requires special transport and workers 5

fills up landfill space 31

doesn’t break down easily 17

creates unsightly mess/smell at landfill 51

damages environment (including plants/animals) through unwanted by-products in air/water 59

3. Can you tell me another way that people get rid of waste?

Number of ways mentioned: 4 2

3 5

2 19

1 64

0 10

4. How do you think this way affects the environment and people? not marked •

Rubbish Bag

Landfill where the rubbish ends up.

Compost. Compost used in the garden.

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% responses y4 y8

% responses y4 y8% responses y4 y8

% responses y4 y8

Approach: Year: Focus:

Approach: Year: Focus:

Approach: Year: Focus:

LINK TASK: 12 One to one 4 & 8 Managing resources

Total score: 8–20 1 7

6–7 3 14

4–5 12 23

2–3 39 37

0–1 45 19

LINK TASK: 13 One to one 4 & 8 Evaluating decisions, outcomes & consequences

Total score: 12–21 3 30

9–11 14 34

6–8 35 24

3–5 38 11

0–2 10 1

LINK TASK: 14 Group 4 & 8 Managing resources

Total score: 5–9 14 14

4 10 13

3 15 23

2 27 24

1 16 11

0 18 15

Link Tasks 12 – 14