Development of Generic Skills through TE

Generic skills are fundamental in enabling students to learn how to learn. They are developed in the learning and teaching of different KLAs/subjects and are transferrable from one learning situation to another. More importantly, they enable students to develop lifelong learning capabilities which are necessary for their further studies and future careers. It should be noted that generic skills are not to be added to but embedded in the learning and teaching of TE subjects.

The following nine generic skills have been identified as essential for student learning for the 21^st century in the school curriculum:

 Collaboration Skills

 Communication Skills

 Creativity

 Critical thinking Skills

 Information technology Skills

 Mathematical Skills*

 Problem solving Skills

 Self-learning Skills*

 Self-management Skills

*“Mathematical Skills” and “Self-learning Skills” are referred to as “Numeracy Skills” and “Study Skills” respectively in Learning to Learn: The Way Forward in Curriculum Development – Lifelong Learning and Whole-person Development (2001).

Based on past experience of implementing the curriculum reform and in response to the dynamic changes in society and recent research, the nine generic skills are grouped in three clusters of related skills, namely Basic Skills, Thinking Skills, and Personal and Social Skills for better integrative understanding and application (see the table below for details).

Basic Skills Thinking Skills Personal and Social Skills

Communication Skills Critical Thinking Skills Self-management Skills Mathematical Skills Creativity Self-learning Skills

IT Skills Problem Solving Skills Collaboration Skills

Problem solving skills, creativity and critical thinking skills are of particular importance in technology education and should be put at a more prominent position in the planning and evaluation of learning and teaching. However, they are closely connected with other skill groups and should not be treated in isolation.

TE KLA provides meaningful and authentic/stimulated contexts for the development of generic skills, alongside KLA/subject specific skills, through appropriate activities for the learning and teaching of specific topics. Schools should plan

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technology-related activities in a holistic manner for learning and teaching whereby students could apply and develop the generic/cluster of skills effectively.

Technology activities such as design and make, case studies, product investigation and other technology-related theme-based learning, which allow students to engage actively in the learning process, are effective ways to develop generic skills.

(i) Problem Solving Skills

Technological development is a problem solving process⁶ through which students are provided with a rich context to gain experiences in identifying, developing, evaluating and refining ideas to solve technological problems.

Example 4 Developing Problem Solving Skills

In a Computer Literacy lesson, students are required to make use of IT skills to present their observations on the school sports day. Students have to decide on the information to collect and the equipment to use. In order to make the presentation more interesting, students have to employ different methods to produce the desired effects.

In this activity, students develop their problem solving skills through identifying the problems, developing their own ideas, designing their own technical solutions, gathering the necessary information, selecting the best possible solution, and presenting and evaluating the results.

(ii) Creativity

In technology education, the cultivation of creativity is reflected in the process of learning for students to generate ideas of their own, make new combination of old elements, use different strategies to solve a technological problem, work out the different design features of a technology product, etc.

Example 5 Developing Creativity

In a design and applications lesson, the teacher gives the class a challenging task of designing and making a concept model for a smart phone. The model does not have to be a working prototype but should convey the key features of the intended design ideas.

In this activity, students have to use their imagination to create a new look or add new functional features to the smart phone. They could experiment with different appearances, rearrange the displays, etc. when making the prototype. From conceptualisation of initial ideas to realisation of the final design, students are encouraged to generate more than one design solutions and then critically appraise the aesthetic value and functional characteristics of each design.

6 Please refer to “Strand B Process in Technology” in Section 2.2.1 of this Guide for more information.

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(iii) Critical Thinking Skills

In technology education, students have to reflect regularly on their ideas, designs, choices of materials and tools in relation to the task. Students develop their critical thinking skills through such processes.

Example 6 Developing Critical Thinking Skills

In a Design and Technology lesson, students are asked to design a physical aid for patients who have difficulty walking up the staircases. In the task, students investigate the needs of the patients and provide solutions that could help the patients walk up the staircases more easily.

In the process of developing the solutions, students' critical thinking skills are nurtured through:

 analysing the problems and difficulties in walking up the staircases;

 examining the application of technologies in their designs to see if their designs are feasible and effective

 appraising the various aspects of the solutions against the design specifications;

 evaluating critically the overall process for further improvement; and

 considering the applications and impact of their design on helping people in need and the support that the community should render.

(iv) Communication Skills

In technology education, students learn the language of technology and how to communicate their ideas, possible solutions and reflections of their work in a variety of ways (e.g. verbal explanations, drawings, graphical representations, demonstration models and charts) to different target groups such as peers, teachers, parents and the public. Through these activities, students express or receive messages using verbal or non-verbal means and develop their communication skills.

Example 7 Developing Communication Skills

In a business project of organising and running a vending stall selling dry goods on the Open Day of the school, students source and select suitable products for the event. In the process of gathering and disseminating information of the products, students have to negotiate with local suppliers as well as communicate with their classmates and schoolmates.

Through participating in the activity, students develop better communication skills.

They become aware that appropriate protocols, manners and tone have to be used in verbal (e.g. face-to-face interactions and telephone calls), written (e.g. writing reports and letters) as well as visual communication (e.g. using graphical images and mock-up models). They learn how to phrase their messages so as to obtain the desired responses.

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(v) Information Technology (IT) Skills

Information Technology (IT) is both a means and an end to technology education.

Students learn about the tools and systems of IT in technology education. They further improve their understanding of and competency in IT through applying IT skills in various knowledge contexts.

Example 8 Developing Information Technology Skills

In a control and automation lesson, students could use the robotic construction kits to design a system which provides both positive and negative feedback. They design the circuitry, conduct experiments, analyse the results, and understand the applications of the feedback systems in real-life situations. They use a variety of IT skills and tools for the investigation.

IT skills facilitate students’ learning in other ways. Students can work at their own pace and build up their knowledge through searching for information from different sources.

(vi) Mathematical Skills

Technology activities often involve calculation and mathematical processing, e.g.

calculating the amount and the cost of materials for producing a product, making estimation and predications in a simulated personal investment. Students develop their mathematical skills through these activities in meaningful and authentic contexts.

Example 9 Developing Mathematical Skills

In a Design and Technology lesson, students are required to shape raw materials (e.g.

balsa wood) to a certain form to make a model racing car. Before proceeding to the actual cutting of the raw materials using different tools and machinery, students have to work out reasonably accurate markings on the balsa wood sheet.

Interpretation of 3D modelling dimensions as well as calculations of unknown values according to the production drawing is always required in such a project. This may involve calculating the perimeter, understanding the relationship between radius and diameter, calculating the area, measuring angles, etc. In the process, students use mathematical skills in an authentic context.

(vii) Collaboration Skills

In technology education, students are regularly provided with the opportunities to plan, select strategies, make decisions and solve problems co-operatively to complete a task in small groups and teams. Students have the opportunities to liaise, negotiate and compromise with others in the process of accomplishing the tasks and develop collaboration skills.

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Example 10 Developing Collaboration Skills

In a food technology lesson, students work in groups to investigate the characteristics of different raising agents. They design and conduct experiments, and then analyse the results. They can apply the findings in other meal planning activities.

Through the activity, students learn how to build up a good working relationship. They learn to be open and responsive, and appreciate, encourage and support the ideas and efforts of others. They also have to participate actively and co-operatively in exchanging, insisting upon, defending and rethinking their views and ideas during discussions.

(viii) Self-management Skills

The macroscopic view of technology is to develop a solution to meet a specific need under constraints. It demands the effective management of time and other resources, initiative and perseverance on the part of the students to complete the task, and an ability to handle unexpected problems. Through TE activities, students develop their self-management skills which enable them to embrace challenges on a personal or a team basis.

Example 11 Developing Self-management Skills

In a fabric and clothing construction lesson, students work in groups and are required to design and make a set of cheering team uniforms for their own House. They have to complete the task with limited resources and within a short period of time. They also have to face peer assessment in the process of designing and producing the uniforms.

During the lesson, individual students set goals, do research, make plans and initiate actions. They then liaise with other group members to implement the task. They have to manage the time, money and manpower resources as well as managing themselves to work efficiently to make sure that the House uniforms can be produced before the deadline.

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(ix) Self-learning Skills

In technology learning activities, students are often engaged in independent learning.

In the process of gathering, interpreting and using information, students develop their self-learning skills.

Example 12 Developing Self-learning Skills

In a design and applications lesson, students are asked to carry out a redesigning process for a yo-yo. Students add various accessories to their yo-yos and test the effects with reference to the expected outcomes. In this task, students study relevant information about yo-yo and practise modifying a design based on users’ needs.

To develop students’ knowledge of a yo-yo’s operation, the Technology teachers organise yo-yo practice classes in the school hall after school, and invite some students to act as instructors. The yo-yo practice helps motivate students to take an interest in the redesigning process.