Technology Education in New Zealand

Forret, Michael; Jones, Alister; Moreland, Judy

doi:10.4324/9780367816803

Cited by 6 publications

(5 citation statements)

References 17 publications

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“…Teacher participants gained insight into the nature and philosophy of the technology curriculum in New Zealand. Understanding the nature of and rationale for teaching technology are core components of teacher education curriculum in technology (Forret et al, 2011;Fox-Turnbull et al, 2021;Ritz, 2018).…”

Section: Ways Of Thinking About Technology Educationmentioning

confidence: 99%

Innovative professional development for teachers of technology in New Zealand: The Mātanga Project

Fox-Turnbull

2023

AJTE

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The Mātanga (Māori term for expert) project aimed to engage teachers with needs-based professional development with a particular focus on the teacher participants’ perspectives of their developing understandings. This article also explores the subsequent impact on teachers’ students as a result of their engagement with professional learning and development (PLD) in New Zealand. The PLD programme, funded by the Ministry of Education’s Network of Expertise Initiative and delivered by Technology Education New Zealand (TENZ), was designed to foster teachers’ engagement with the technology education curriculum. It also aimed to develop teachers’ specialist identity by focusing on notions of technological and technical thinking, by matching teachers with Mātanga experts. Research findings indicate that teacher professional development was significant. Participants developed a deeper understanding of the benefits of authentic technological practice, as well as the technology curriculum. Some participants also obtained a deeper understanding of the nature of responsive pedagogies, and the role of reflection in professional practice. The programme motivated technology teachers, which translated into a more positive learning environment for their students. Feedback was also sought on the Mātanga Project’s professional development model. Participants identified a number of key benefits gained through their participation. Specialist participants gained an appreciation for the theoretical and historical perspectives of technology, while generalist participants valued their increased curriculum knowledge. Participants found the year-long approach beneficial, particularly because they had access to experts in their area of technology. Participants also identified some limitations for the first iteration of the PLD and suggested improvements for the future.

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Section: Ways Of Thinking About Technology Educationmentioning

confidence: 99%

Innovative professional development for teachers of technology in New Zealand: The Mātanga Project

Fox-Turnbull

2023

AJTE

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“…Technology education is a curriculum learning area or school subject sometimes taught alone and sometimes combined with other learning areas such as science. Education technologies focuses of the use of tools to facilitate and enhance teaching and learning (Fox-Turnbull et al, 2020). Table 1 summarises the key ideas differentiating technology education and educational technology.…”

Section: Technology Education and Educational Technologiesmentioning

confidence: 99%

“…Adapted from Fox-Turnbull et al (2020) Technology education explicitly deals with the technological processes of investigating, critiquing, designing, making and appraising technological solutions to address identified technological problems or to recognised and realise opportunities within any given social and cultural context. Programmes of learning in technology education use authentic learning contexts and are particularly well suited for inquiry-based learning.…”

Section: Technology Education and Educational Technologiesmentioning

confidence: 99%

“…Table 1 illustrates increased sophistication and flexibility of thinking across two of the achievement objectives: brief development and characteristics of technology, guided by the indicators. The third column in the table explicitly identifies ideas that are developed between curriculum levels 1 and 4 representing learning expected at Year 1 (5-6 year olds) and Year 4 (11-13 year olds) respectively (Fox-Turnbull et al, 2020).…”

Section: Technology Observations and Conversation Framework (Tocf)mentioning

confidence: 99%

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Oral Interaction in Technology Education

Fox-Turnbull¹

2021

Learning Technologies and User Interaction

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This chapter explores perspective of a teacher educator in technology education. It identifies technology education as being very different from educational technology. Technology education is about the informed design and development of technological outcomes to meet identified needs. On the other hand educational technologies are the tools and related pedagogies of using technology to facilitate and enhance student learning. Oral interaction plays a special role in technology education. In technology there is no one right answer, with multiple solutions possible although some solutions will be more successful than others. Technology education draws on considered strategies to assist student learning. The Technology Observation and Conversation framework assists this process and facilitates teacher professional development and enhances the quality of classroom interaction. Understanding the nature of and facilitating intercognitive conversations assists this endeavour. The Technology and Observation Framework provides teachers with a bank of rich questions and observation points across key aspects of curriculum and desirable technology behaviours. Awareness of and understanding the role and values of students' funds of knowledge, assist teachers in making connections with students and ensures the taking of specific steps to provide an inclusive safe classroom where students are comfortable to take risks and fail. Using strategies such as talking partners and 'no-hands-up within this safe environment enables students the freedom to explore their thinking orally and learn in a nonjudgmental manner thus enabling them to articulate and shift thinking if necessary thus sparking cognitive growth.

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“…There are potential challenges for teachers who are motivated to re-conceptualise their understanding of contemporary pedagogy and professional practice within their institutional constraints. For example, the prioritisation of some policies in Aotearoa New Zealand, such as preparing students for National Standards testing, saw a tendency for the narrowing of curriculum focus to literacy and numeracy in primary schools (Fox-Turnbull et al, 2021). Across sectors, some teachers lack recent experience and/or motivation in programme planning, curriculum implementation and the integration of some learning areas of the curriculum into their teaching and learning (Reinsfield & Fox-Turnbull, 2020).…”

Section: Editorial Elizabeth Reinsfield Chris Eames and Wendy Fox-tur...mentioning

confidence: 99%

Editorial

Reinsfield

Eames²,

Fox-Turnbull³

2021

tandc

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Share-copy and redistribute the material in any medium or formatAdapt-remix, transform, and build upon the material The licensor cannot revoke these freedoms as long as you follow the license terms. Under the following termsAttribution-You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use Non-Commercial-You may not use the material for commercial purposes ShareAlike-If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the originalNo additional restrictions -You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits. Open Access PolicyThis journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

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Technology Education in New Zealand

Cited by 6 publications

References 17 publications

Innovative professional development for teachers of technology in New Zealand: The Mātanga Project

Innovative professional development for teachers of technology in New Zealand: The Mātanga Project

Oral Interaction in Technology Education

Editorial

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