From Technology National Curriculum statement through to sustaining classroom practice and enhancing student learning: the New Zealand experience

This paper will introduce four key aspects of the implementation of a national technology curriculum. Firstly, we will discuss how the structure of the New Zealand Technology Curriculum (Technology in the New Zealand Curriculum, Ministry of Education, 1995) attempted to reflect the nature of technology and technological practice. The structure of the curriculum in terms of the broad outcomes and technological areas will be highlighted. The curriculum statement provides a framework within which students can develop an understanding of past technologies as well as those being currently developed in their local community, nationally or internationally. Secondly, a discussion of the need for research of appropriate models of teacher development is presented. Thirdly, an example of a classroom resource that fosters school-enterprise links is discussed. Finally, this paper will examine how developing teachers’ formative assessment practices in technology can both sustain classroom practice in technology as well as enhance student learning. Highlighted is the development of both the teachers and students conceptual and procedural technological knowledge base, both, so that classroom practice in technology was more effective and sustainable. The role of research and development in implementation and the way this has informed classroom practice in the New Zealand context, will be highlighted throughout the paper

Technology education in New Zealand

Technology in New Zealand schools is a new area of learning that is now compulsory for all students (years 1–10). Technology education policy was first developed in 1992 (Jones & Carr, 1993). Since then there has been a sustained research and development focus to inform the structure of the curriculum, its subsequent national implementation, and classroom practice. This article discusses the structure of the technology curriculum, programs that were developed to inform teachers of the curriculum and its content, and strategies to enhance the classroom practice of technology

Considering pedagogical content knowledge in the context of research on teaching: An example from technology.

When thinking about teaching, the pedagogical content knowledge of teachers cannot be ignored. We argue that pedagogical content knowledge is a major determiner of teaching practice and is central to teachers' curriculum decision-making at the classroom level. This paper takes a sociocultural perspective on the importance of developing teachers' pedagogical content knowledge. From our classroom-based research in technology education and the past research on pedagogical content knowledge we propose a model of pedagogical content knowledge with seven characteristics that we believe are important for effective teaching

The enhancement of technology education classroom practice in New Zealand

This paper reports on a number of New Zealand technology education research studies undertaken over seven years by researchers in the Centre for Science and Technology Education Research centred upon examining and enhancing classroom practice. Early classroom research undertaken in 1992-1994 showed that key aspects for teacher development programmes related to teachers’ developing robust concepts of technology and technology education, as well as developing an understanding of technological practice in a variety of contexts. Based on these aspects a national Technology Teacher Development Resource Programme was developed during 1995-1996. This programme included video material of technological practice and classroom practice, accompanying explanatory text and workshop activities. Further research undertaken in 1997 indicated that although teachers developed broader and more consistent concepts about the nature of technology through an examination of technological practice, they experienced difficulties effectively translating this into appropriate classroom strategies for sustaining student learning. The media based resources only took the teachers so far in their understanding of teaching technology. In 1998-2000 a research and intervention programme was undertaken in primary school classrooms aimed towards improving teachers’ understanding of teaching, learning and assessing in technology. A planning framework for assisting teachers to detail student technological learning outcomes in different domains was developed. The articulation of the learning outcomes enhanced teacher knowledges in technology education and assisted teachers’ formative interactions and summative assessment practices. Subsequently student learning was enhanced

Technology education in New Zealand

Technology is one of the seven essential learning areas included to achieve the knowledge and understanding that all New Zealanders need to acquire (Ministry of Education, 1993). Responsibility for the implementation of these curricula rests with schools which have flexibility in making implementation decisions. Within the national curriculum framework, all curriculum statements must reflect the principles of the national curriculum framework, specify clear learning outcomes against which students’ achievements can be assessed, have learning outcomes or objectives defined over eight progressive levels, and be grouped in a number of strands. The national curriculum framework’s principles relate to learning and achievement, development of school programs, and aspects of social justice and equity

Technology education teacher development in solomon islands: Enhancing teachers’ perceptions and classroom practices

Technology education in the Solomon Islands is in the process of change with the curriculum being developed into a more broad technological literacy approach, comprising of technological knowledge, technological practices, and the nature of technology. This paper is based on a two-year study (2005 and 2006) with secondary technology education teachers in the Solomon Islands. The first year of the research revealed that technology teachers in the Solomon Islands held narrow perspectives of technology and technology education, with views centering on narrow technical aspects. Classroom practices were teacher-dominated and authoritarian. Most teaching approaches included rote learning. A professional development programme based on the principles of teacher reflection, teacher support, and on-going professional development was undertaken. Workshop days were interspersed with classroom practice. The programme focussed on developing teachers’ views of the nature of technology and learning in technology education, assisting teachers in planning for effective technology teaching and introducing the concept of assessment for effective technology learning. It impacted on teachers’ perceptions and classroom practices. Changes included the teachers’ perceptions of technology and technology education, the teachers’ teaching documents, the teaching pedagogy, the teachers’ assessment practices and the students’ learning styles

Assessment for learning in primary technology classrooms

Emerging international research suggests that enhancing teacher student assessment for learning (AfL) interactions is a key to enhancing student learning. Planning frameworks that make explicit the multiple dimensions of technology can be used to extend teacher knowledge and focus interaction. Effective AfL interactions in technology encompass the multidimensional nature of technology, help students build continuity and coherence between ideas and actions over time, and are multimodal. AfL in primary technology classrooms is complex. Yet in this complexity there are rich opportunities for effective AfL interactions that contribute to students’ technology learning

Application of an analytical framework to describe young students' learning in technology

This paper discusses a framework for describing and analysing how young students (5–6 years) learn in technology with a view towards enhancing teaching and learning practice in technology. Examples of student work which demonstrate the complexity of learning in technology, and what young children can achieve with appropriate teaching strategies are presented. Holistic aspects as well as associated variables are highlighted