Abstract:
The learning area of technology in The New Zealand Curriculum (2007) states that “Technology is intervention by design: the use of practical and intellectual resources to develop products …” or quality outcomes. These outcomes are the result of “thinking and practices that are informed, critical and creative.” The descriptor to explain the Technological Practice strand’s intent, also requires students to “develop a range of outcomes including concepts….” to result in “fully realised products…” (p.32). These required attributes and skills provide a direction for a pedagogic approach that will guide learners, at best, towards perceptive, creative and informed decision making at the core of Technological Practice. Consequently teachers need to be able to implement learning experiences where students may develop the ways “of knowing through thinking and doing” (Sharma and Poole, 2010, p. 65), through their own creative practice. This paper looks at the stage of Ideation in creative design practice to provide insight and transferable skills to inform classroom practice in the generation and development of ideas.
