Technology Education: Education for Enterprise (E4E) in New Zealand (A Connected Curriculum)

2016 ◽  
pp. 181-194
Author(s):  
Gary O’Sullivan
Keyword(s):  
New Zealand ◽  
Technology Education

scholarly journals Technology Education in New Zealand

2002 ◽  
Vol 28 (2) ◽  
Author(s):  
Alister Jones ◽  
Judy Moreland
Keyword(s):  
New Zealand ◽  
Technology Education

Time to Re-Conceptualize the Role of Secondary Schools in New Zealand

2020 ◽  
Vol 11 (2) ◽  
pp. 40-56
Author(s):  
Elizabeth Reinsfield
Keyword(s):  
New Zealand ◽  
Technology Education ◽  
Content Knowledge ◽  
Curriculum Policy ◽  
Teachers Perceptions ◽  
Types Of Knowledge ◽  
Knowledge And Practice ◽  
Teacher Ability ◽  
Curriculum Practices

Technology education in New Zealand has evolved from a subject with technical beginnings, to be a learning area with the potential to develop the types of knowledge and capabilities that students are likely to need in a technologically mediated future. The recent review of the technology education curriculum, and proposed changes for our schooling assessment framework, presents opportunities for teachers to develop or embed their curriculum practices. This article reports on findings from an interpretivist, qualitative study, which considered secondary technology education teachers' perceptions and practice. The findings suggest that participants viewed their subject as a means to predominately develop student skills and specialist content knowledge, and practice was impacted by teacher ability to make meaning of curriculum intent. There is an urgent need to challenge some established teachers' views and teaching practices, which negate or marginalise curriculum policy and intent. Recommendations are made to support the alignment of technical and technological ways of thinking and practice, for those teachers who are motivated by the curriculum, which aims to develop student technological literacy.

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