Week 4 - Life cycle of my product

To gain a better understanding of how my products impact the environment, by researching the scientific method of measuring environmental impacts associated with all the stages of a product’s life, from the raw materials that go into formulas to manufacturing, distribution, consumer use, and how products are disposed of after use.

My design product is made out of a shampoo bottle (plastic). To alter my design project I have analysed two other useful materials which can still be used in the same form and purpose which are a Milo/coffee tin (metal) and a chip particularly Pringle container (cardboard).
These certain materials go through a life cycle where they first start off with chemicals and materials needed to construct the elements which then moves on to the manufacturing process where the product is tested and assembled. Secondly the product moves on the packaging process and sent off to stores and companies around the world. After these products become used, people throw them away to recycle. This is an effective way of the life cycle including the materials of plastic, metal and cardboard. Although the components in the products differ, they all end up in the same place, the recycle bin. My design project portrays a successful use encouraging students to recycle these products before they become garbage. 

In addition this is an important factor for educating students for the future to enhance our efforts in recycling future formulation, manufacturing and distribution. Focusing only on formulations and packaging would leave a huge opportunity to further reduce our environmental impact unaddressed.

Chapter 16: Web 2.0 and classrooms

This chapter showcases a wide range of ways in which student teachers implement new technologies during school experiences. This reading also demonstrates ways in which teachers can use Web 2.0 technologies as part of their ongoing professional development. The term Web 2.0 describes second generation web-based services intended to facilitate collaboration and sharing throughout a classroom. Web 2.0 provides opportunities for students to be creative, to have a degree of control over their own learning and to improve their personal IT capability. Many schools filter Web 2.0 sites in order to protect students and to keep them in a school safe environment, without evaluating the potential value that these sites may have. A framework for Technological Pedagogical Content Knowledge (TPACK) identifies the nature of knowledge required by teachers for technology integration in their teaching. In order for teachers to effectively integrate technology into your pedagogy you need to understand the unique relationship between the components of Content Knowledge, Pedagogical Knowledge and Technological Knowledge (Shulman, 1987). As a teacher, this framework would offer you entry into the thinking processes of all children.

Reference - Shulman, L.S. (1987) 'Knowledge and teaching: Foundations of the new reform'. Harvard Educational Review , 57: 1-22.
Teaching and Learning with ICT in the Primary School (2015) Second Edition. Edited by Sarah Younie, Marilyn Leask and Kevin Burden.