Page 28 - The Ontario Curriculum, Grades 9 and 10: Technological Education, 2009 (revised)

Teachers who are planning a program in technological education must take into account considerations in a number of important areas, including those discussed below.
INSTRUCTIONAL APPROACHES
Technological education involves knowing and doing, and teaching and learning approach- es should address both areas. Teachers should use projects as a major means of achieving course expectations, and students should be provided with a combination of information and experiences that will prepare them to make informed choices about the use of various technologies, to use technology wisely and well, and to solve technological problems.
Students learn best when they are engaged in learning in a variety of ways. Technological education courses lend themselves to a wide range of approaches in that they require stu- dents to discuss issues, solve problems, plan solutions, participate in development of solutions, conduct research, think critically, and work cooperatively. When students are engaged in active and experiential learning strategies, they tend to retain knowledge for longer periods and to develop, acquire, and integrate key skills more completely.
Programs in technological education should involve an open, collaborative, activity-based approach to teaching that accommodates students’ interests, aspirations, and learning styles. Activities should be designed to include both individual and team approaches, as technological projects in the workplace often require individuals to work collaboratively while undertaking a variety of roles and tasks. Students should be given opportunities to work both independently and with teacher direction, and to learn through the study of examples followed by practice. There is no single correct way to teach or to learn, and the strategies used in the classroom should vary according to the curriculum expectations and the needs of the students. Problem solving and/or the design process should be an integral part of all broad-based technological education. Teachers should work collabora- tively with colleagues to plan and deliver the technological education curriculum. Individual teachers can contribute their expertise in particular areas of technology to ensure the successful implementation of the curriculum.
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SOME CONSIDERATIONS FOR PROGRAM PLANNING