ࡱ> zy| Cbjbj>> TT9> & &&&&D&&&m'T'&prU(p(L))')+,LG-(>p@p@p@p@p@p@p1tv@p&o-+"+"o-o-@p & &)')Up.9/9/9/o-R &8)Y&8')>p9/o->p9/9/iHA&&Vo')PAUe&-l4*pp<pRlw-xwhVow&Voo-o-9/o-o-o-o-o-@p@p9/o-o-o-po-o-o-o-wo-o-o-o-o-o-o-o-o- $:  Internal Assessment Resource Technology Level 2 This resource supports assessment against: Achievement Standard 91361 version 3 Demonstrate understanding of sociocultural factors, and how competing priorities are managed, in technologyResource title: Sociocultural Influences on Three Innovations4 creditsThis resource: Clarifies the requirements of the standard Supports good assessment practice Should be subjected to the schools usual assessment quality assurance process Should be modified to make the context relevant to students in their school environment and ensure that submitted evidence is authentic Date version published by Ministry of EducationFebruary 2015 Version 2 To support internal assessment from 2015Quality assurance statusThese materials have been quality assured by NZQA. NZQA Approved number: A-A-02-2015-91361-02-5683Authenticity of evidenceTeachers must manage authenticity for any assessment from a public source, because students may have access to the assessment schedule or student exemplar material. Using this assessment resource without modification may mean that students work is not authentic. The teacher may need to change figures, measurements or data sources or set a different context or topic to be investigated or a different text to read or perform. Internal Assessment Resource Achievement Standard Technology 91361: Demonstrate understanding of sociocultural factors, and how competing priorities are managed, in technology Resource reference: Technology 2.8A v2 Resource title: Sociocultural Influences on Three Innovations Credits: 4 Teacher guidelines The following guidelines are designed to ensure that teachers can carry out valid and consistent assessment using this internal assessment resource. Teachers need to be very familiar with the outcome being assessed by Achievement Standard Technology 91361. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it. Context/setting This activity requires students to create a report exploring the interaction between sociocultural factors, and how competing priorities are managed, in technology. Agree on a format for the report, for example, a written report or a seminar. Two technological developments have been suggested for exploration in this assessment resource. You may wish to select or negotiate other examples of innovative technological practice to meet the identified needs of your students. These could be within or outside your students chosen context(s) for classroom practice. The examples need sufficient diversity of potential sociocultural considerations for student to meet the requirements of the standard. Conditions Student investigation of selected technological developments can occur in parallel with their own technological practice, or during a concentrated period of in-class time with a major focus on this activity. Sufficient time should be allocated to allow students to gather the breadth and depth of the evidence required to meet the requirements of the standard. Creating the report is an individual task. Resource requirements Internet access. Web-based resources, for example: The Furnware development of the Bodyfurn classroom furniture range  HYPERLINK "http://www.furnware.co.nz" http://www.furnware.co.nz  HYPERLINK "http://www.bodyfurn.co.nz" http://www.bodyfurn.co.nz The Design that Matters development of the low cost infant incubator  HYPERLINK "http://designthatmatters.org/portfolio/our-process" http://designthatmatters.org/portfolio/our-process  HYPERLINK "http://designthatmatters.org/news/dtm-blog/project/incubator/" http://designthatmatters.org/news/dtm-blog/project/incubator/  HYPERLINK "http://www.medicinemondiale.org/PROJECTS.html" http://www.medicinemondiale.org/PROJECTS.html Additional information None. Internal Assessment Resource Achievement Standard Technology 91361: Demonstrate understanding of sociocultural factors, and how competing priorities are managed, in technology Resource reference: Technology 2.8A v2 Resource title: Sociocultural Influences on Three Innovations Credits: 4 AchievementAchievement with MeritAchievement with ExcellenceDemonstrate understanding of sociocultural factors, and how competing priorities are managed, in technology.Demonstrate in-depth understanding of sociocultural factors, and how competing priorities are managed, in technology.Demonstrate comprehensive understanding of sociocultural factors, and how competing priorities are managed, in technology.Student instructions Introduction The interaction between sociocultural factors and technology is both on going and complex. Sociocultural factors influence technology and technology influences sociocultural factors. Sociocultural factors include such things as social, political, environmental, economic, cultural, and spiritual factors. These factors can operate at a local, national, or global level. Sociocultural factors can result in competing priorities that impact on technological development and on an outcomes implementation and evaluation. This assessment activity requires you to create a report about sociocultural factors in a field of technology, the influence of these factors on the development of a technological innovation, and the way competing priorities were managed. Your report can be in any format agreed with by your teacher, for example, a written report or a seminar. You will be assessed on the depth and comprehensiveness of the discussion in your report. This is an individual assessment activity. You have X weeks of in and out-of-class time to complete it. Teacher note: Adapt the time allowed to meet the needs of your students. Task Choose a field of technology and an innovation within that field Possible options include: Furniture: Furnware development of the Bodyfurn classroom furniture range Medical equipment: development of the M8 Intensive Care bed, the Acuset IV Flow Controller and the car parts incubator. Teacher note: Select technology developments to meet the needs of your students. Students can be given guidance on how to access information about the technological practice of the organisation. Research sociocultural factors Identify sociocultural factors related to the field of technology you have chosen and make detailed notes on: sociocultural factors that need to be considered when developing a innovation in this field the limitations these sociocultural factors may place on a technological development competing priorities in the development of a technological innovation within your chosen field decisions made to manage or resolve these competing priorities. (Refer to Resource A for further guidance). Create your report Confirm the format of your report with your teacher. Base your report on the field of technology you have chosen and an innovation within that field. In your report: Identify and describe sociocultural factors relevant to the field of technology. Discuss the interaction between sociocultural factors and your chosen innovation. Identify and discuss decisions made to resolve competing priorities in an innovation in the field of technology. When you have completed your report, hand it in to your teacher. Resource A Sociocultural factors can be: social political environmental economic cultural spiritual. For example: When placing wind turbines in an area, sociocultural factors to consider include, but are not limited to: concerns about the impact on birds in the area (environmental factor); the visual impact of the turbines (social factor); the need for consultation with tangata whenua over the use of the land (cultural and spiritual factors). Aspects of the selected technology include but are not limited to: the establishment of a need or opportunity design decisions and outcome development resources selection, use, availability manufacturing production/processes and methods implementation and evaluation within a social or physical environment maintenance and disposal ethical, social and moral responsibilities. Competing priorities could include: stakeholder viewpoints, innovation versus social acceptance expedient practices versus ethically acceptable practices the use of renewable versus non-renewable resources budget constraints versus the use of ideal materials the use of resources of cultural significance in traditional versus contemporary contexts. When discussing the considerations and limitations that sociocultural factors introduce, you may like to think about: stakeholders in the development work and the outcome being produced; the social and physical environment in which the development work takes place and in which the outcome is to be situated; legal requirements within the workplace and of the outcome and where the outcome will operate; cost restrictions in terms of material selection and equipment availability; resource selection and justification; maintenance and disposal; cultural considerations which may be relevant to the particular development; ethical, social, and moral responsibilities. See  HYPERLINK "http://www.mfe.govt.nz/rma/call-in-hmr/cultural-assessment-report/index.html" http://www.mfe.govt.nz/rma/call-in-hmr/cultural-assessment-report/index.html for an example of managing competing priorities. Assessment schedule: Technology 91361 Sociocultural Influences on Three Innovations Evidence/Judgements for AchievementEvidence/Judgements for Achievement with MeritEvidence/Judgements for Achievement with ExcellenceThe student has demonstrated understanding of sociocultural factors, and how competing priorities are managed, in technology. The student has: described the interactions between sociocultural factors and technological developments in a field of technology For example: The report describes social and environmental influences on aspects of the development work including: establishing the need/opportunity; outcome design and development; resource selection use and availability; maintenance and disposal. The social influence on opportunities was identified: the development addressed issues relating to a third-world health problem. described the competing priorities and their relationship to aspects of technological practice in a field of technology For example: In the Bodyfurn development, competing priorities were noted in the process of attempting to address the differing needs of both the students and staff in areas such as increasing the dimensions of the furniture and operating within school budgetary constraints. Issues relating to the physical environment in which the outcomes would be used were described, with similarities and differences in both noted in, for example, design decisions made to cope with temperature extremes. described the management of competing priorities within a development in a field of technology. For example: In the Bodyfurn development, design decisions made were based on a body of research with student wellbeing being prioritised over the final unit cost. The student has demonstrated in-depth understanding of sociocultural factors, and how competing priorities are managed, in technology. The student has: explained the interactions between sociocultural factors and technological developments in a field of technology For example: The report details social and environmental considerations on aspects of the development work including: establishing the need/opportunity; outcome design and development; resource selection use and availability; and maintenance and disposal. A strong social influence was identified and its impact explained. explained the relationships between competing priorities and aspects of technological practice in a field of technology For example: In the Bodyfurn development detailed reference was made to competing priorities noted in the process of attempting to address the differing needs of both the students and staff in areas such as increasing the dimensions of the furniture and operating within school budgetary constraints. explained the management of competing priorities, in a field of technology. For example: The report explained how design decisions for Bodyfurn were made based on research, with student wellbeing being prioritised over the final unit cost. Production decisions were also explained in terms of competing priorities, for example, the decision by Furnware to operate in the long term as a company in an environmentally friendly manner despite potential short term cost increases.The student has demonstrated comprehensive understanding of sociocultural factors, and how competing priorities are managed, in technology. The student has: discussed the interactions between sociocultural and technological developments in a field of technology For example: The report comprehensively details a range of factors such as social and environmental considerations on aspects of the development work including: establishing the need/opportunity; outcome design and development; resource selection use and availability; and maintenance and disposal. A strong social influence was identified and its impact explained. The student discusses the complexity of the interaction between sociocultural factors and technology, and the ways that sociocultural factors influence technology and vice versa. explained the relationships between competing priorities and aspects of technological practice in a field of technology For example: In the Bodyfurn development detailed reference was made to competing priorities noted in the process of attempting to address the differing needs of both the students and staff in areas such as increasing the dimensions of the furniture and operating within school budgetary constraints. discussed the decisions made to manage competing priorities, within a development in a field of technology. For example: The report discussed how design decisions for Bodyfurn were made, and how they were based on research. Analysis of this research led to decisions around the design of the furniture based on student wellbeing and the requirement for a storage facility and the need for an environmentally sustainable product. Discussion centred around the trade-offs required and how these were prioritised to benefit all in the long term. Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.     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