One of the key reasons technology has been integrated with science is because through the integrations of these two disciplines students are able “develop the capabilities needed to become more scientifically and technologically literate citizens”(Board of Studies, 2013, p.12) in an information rich and globalized world that is constantly changing. It is also a response to creating real life contexts of learning to communicate the purpose and presence of science and technology in the 21st century in order to develop “the quality of decision making or enriching the life of individuals” (Jenkins, 1997, p.3).
Science and technology share a commonality of problem-solving and science uses “tools and processes developed by technology” (Board of Studies, 2013, p.12) (Refer to Figure 1). It also acts as a bridge between the natural and material contexts of the world (Refer to Figure 1) to develop students who can problem solve, be creative and to think critically to “develop informed attitudes based on evidence and reason” (Board of Studies, 2013, p.12) to create solutions. By fostering a learning environment that integrates these two disciplines the NSW syllabus is aiming to develop student’s self-concept, confidence, enjoyment and motivation to engage in learning (Board of Studies, 2013). |