[Design and Technology] election promise

Tue Apr 17 09:29:39 EST 2007

Sorry to continue the 'Forum' as such, but it is good to hear tech teachers=
 finally speaking out and a few points are worth elaborating upon.
1. Teaching conditions
In the 1970's, class sizes in workshops were capped at 20. Rooms were set up=
 for 20 with a max of 24. Staff were allocated 'machining time' in lieu of a=
 technical assistant. Over the last 30 years our conditions have deteriorate=
d and programs have been compromised. The transition from trade-based to des=
ign-based learning increases workloads and has dramatically altered the func=
tion of technology teachers. Students' work requires individual machining -=
 different from the old 'industrial model' where all did the same thing. Tea=
chers are now forced to spend more time in the machining rooms leaving up to=
 28 students unsupervised in a workshop full of sharp things! Huge problems=
 with responsibility!!
2. Technology Assistants
Trade teachers in the past maintained their own equipment, repaired and buil=
t furniture, etc. With the current paucity of tradespeople, this now needs t=
o be either outsourced - or more likely - facilities just fall into disrepai=
r. When I asked for a Tech assistant (a la Food Tech, Science and languages,=
 etc!) to assist with maintenance and machining VCE work, and despite a reco=
gnition of the need, the standard response was that there 'was no budget all=
ocation available - nor likely to be unless government provides it'. Budgets=
 are documents that reflect the priorities of a school and government. The i=
mplications are obvious.
3. Provision of Resources.
Capital equipment costs are a huge impost on school budgets. Much of the val=
uable machinery was disposed of with the demise of the Techs and little has=
 been replaced. Yet, the demands on a growing Technology curriculum have inc=
reased exponentially. Out-dated, unsafe equipment and resources impact heavi=
ly on the classroom and confidence of teachers.
On a final note, I recently contacted Lorraine Tran and the TEAV about suppl=
y of technology software for schools being provided by the government in a s=
imilar manner to the Laptop and Microsoft programs. The responses from both=
 were heartening, particularly given the political restraints operating arou=
nd them. I guess we should now support them in supporting us.
I applaud those who have taken up these important issues.

Regards,
Gary Wragg
Rosebud Secondary College

________________________________

From: destech-bounces at edulists.com.au on behalf of Hallsworth, John J
Sent: Mon 16/04/2007 8:59 PM
To: Design and Technology Teachers' Mailing List
Subject: RE: [Design and Technology] election promise

Well it's really interesting to hear a few colleagues speaking out over the=
 conditions we face and our lack of "real" support and resourcing.  Of cours=
e, we have all been thinking those same thoughts but haven't had an oopportu=
nity to voice them.  The biggest problem is, I believe, isolation.  Technolo=
gy teachers - "tradies" if you like, have dropped off the top of the pile th=
rough retirements disillusionment and frustration.  There are so many of us=
 who are working in schools where the technology staff has been cut back sig=
nificantly and is being propped up by teachers who are not really qualified=
 to teach the resistant materials and technology subjects, God love 'em.  Bl=
ind Freddy could see that it is near impossible to do justice to the running=
 of a technology facility, when you have to teach a full load.  It is akin t=
o being a shop foreman in industry, and also having to work full time on the=
 bench.  I think there has been a view over recent years that technology or=
 trade subjects would just go away and die if you starved them of resources,=
  However, that doesn't appear to be about to happen because the popular vie=
w is now that technology subjects are vital to the future of our students. =
 So, if that's the case, then the Government, Principals and College council=
s need to put their hands in their pockets and provide us with the same supp=
ort that Literacy, Numeracy, Science, Food tech, Integration and ICT (to nam=
e but a few) receive. Back to the subject of Isolation - there needs to be a=
 body (possibly TEAV) that will act as a voice for technology teachers on th=
e hard issues.  A voice that will gather together the facts (we know the gov=
ernment loves to measure data) and present them in a rational, but forceful=
 way, not for my sake or your sake, but for the sake of our students who are=
, I believe, getting a raw deal through the unrealistic demands on us all.

John Hallsworth
Montmorency Secondary College
Para Rd, Montmorency, 3094
Ph: 9435 6399 Fax: 9434 6259
visit www.vcedesigntech.com <http://www.vcedesigntech.com/>   - you just mig=
ht find it useful !

________________________________

From: destech-bounces at edulists.com.au on behalf of fbu at brightp12.vic.edu.au
Sent: Mon 16/04/07 4:32 PM
To: destech at edulists.com.au
Subject: RE: [Design and Technology] election promise

John Hallsworth
Montmorency Secondary College
Para Rd, Montmorency, 3094
Ph: 9435 6399 Fax: 9434 6259
visit www.vcedesigntech.com <http://www.vcedesigntech.com/>   - you just mig=
ht find it useful !

Yeah, I can relate to that. No time allowance or recognition (unless it is c=
onvenient for admin) for ordering materials, sharpening, maintenance, fixing=
, getting quotes etc for repairs, adjusting equipment , record and accounts=
 keeping, etc. There is only me here in Bright, and I run both wood and meta=
l tech from year 8 to 12. With a full teaching load it is now impossible to=
 keep up with the maintenance. Some band aid sollutions included  an attempt=
 to get Rotary Club to send volunteers. This took a fair bit of time to set=
 up and only lasted  one session. I now have a retired gent to do some for c=
ash - he is good so far but tends to go for holidays during the winter. I ha=
ve had 7 years of negotiations with the principals and the powers that be. T=
he bottom line is always that, according to principals of other like schools=
, their tech staff seem to cope well without additional assistance and do al=
l this work within their class-room preparation time. Apart from that there=
 is no
  funding.

So my question is, are the tech areas well maintained, and who does the work=
? (and are these people fairly reimbursed for that work?). Because sure as h=
ell I cannot do that part of the job effectively on a full teaching load.

Fran Burgers

  "Ripley, Robert R" <ripley.robert.r at edumail.vic.gov.au> on Sun, 15 Apr 200=
7 10:43:10 +1000 wrote:
> After 2 days at school during the term break, doing jobs that could not be=
 done during school days because of teaching committments, (General machine=
 maintenence, changing cutters, repairing/sharpening tools, unloading/stacki=
ng material deliveries), all the while observing that Science, Food, IT etc=
 have assistant teaching personel, I'd suggest an addition to your note to t=
he Minister -
>
> Staffing the 'Technical' areas with suitably skilled teachers and appropri=
ate servicing personel is as important as funding for equipment and building=
 replacement/upgrade.
>
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---
fbu at brightp12.vic.edu.au
http://www.brightp12.vic.edu.au/
_______________________________________________
http://www.edulists.com.au <http://www.edulists.com.au/>  - FAQ, resources,=
 subscribe, unsubscribe
Design and Technology Mailing List kindly supported by
http://www.vcaa.vic.edu.au <http://www.vcaa.vic.edu.au/>  - Victorian Curric=
ulum and Assessment Authority and
TEAV - Technology Education Association of Victoria

Important - This email and any attachments may be confidential. If received=
 in error, please contact us and delete all copies. Before opening or using=
 attachments check them for viruses and defects. Regardless of any loss, dam=
age or consequence, whether caused by the negligence of the sender or not, r=
esulting directly or indirectly from the use of any attached files our liabi=
lity is limited to resupplying any affected attachments. Any representations=
 or opinions expressed are those of the individual sender, and not necessari=
ly those of the Department of Education.
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