Page 41 - The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009 (revised)

THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Technological Education
Antidiscrimination education encourages students to think critically about themselves and others in the world around them in order to promote fairness, healthy relationships, and active, responsible citizenship.
Schools have the responsibility to ensure that school–community interaction reflects the diversity in the local community and wider society. Consideration should be given to a vari- ety of strategies for communicating and working with parents and community members from diverse groups, in order to ensure their participation in such school activities as tech- nology fairs, plays, and teacher interviews. Families new to Canada, who may be unfamiliar with the Ontario school system, or parents of Aboriginal students may need special out- reach and encouragement in order to feel comfortable in their interactions with the school.
When planning instructional activities for technological education, teachers should base their decisions on the needs of students, taking into consideration the diversity of their abilities, backgrounds, interests, and learning styles. Teaching strategies, assessment and evaluation materials, and the classroom environment should be designed to value the experiences and contributions of all people.
Participation rates in some technological education subjects tend to be higher for male students than female students. To encourage greater participation among female students, it may be helpful to offer more projects and activities that have socially meaningful appli- cations. For example, projects to develop assistive devices, as opposed to the more tradi- tional activity of creating robotic arms, have proved successful in engaging the interest of female students. Similarly, projects involving the construction of playground equipment as opposed to the more traditional sheds and building structures may hold more appeal for young women. Providing outreach programs and establishing study groups for young women may help them develop greater self-confidence in technological education. Technology fairs and showcase events can introduce all students to a wide range of tech- nology activities, and may encourage an interest in technological education. Offering choices from a range of instructional activities or allowing students to select their own projects can help motivate all the students in a classroom by acknowledging the differ- ences in their experiences, attitudes, and interests.
It is important to have open and frank discussions about the kind of workplace environ- ment students are likely to encounter in technological fields. Inviting female and visible minority role models who have had successful careers in various technology sectors to be guest speakers, and involving female and visible minority senior students as mentors, can have a very positive impact on students. Also, exploring strategies that would enable those with different learning and social styles, including Aboriginal students and students from other minority groups, to work effectively together will help establish a more inclu-
sive working environment.
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