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Ministry of Education.
Kaua e rangiruatia te hāpai o te hoe; e kore to tātou waka e ū ki uta

Element 3 Aspect 1: technology as an essential learning area

 

Teacher Education – Pre-service
Element 3

Aspect 1: technology as an essential learning area

Outlines the development of technology education in New Zealand, policy and practice.

Aspect Purpose: To support student teachers to appreciate the relationship between policy and classroom practice in technology education.

Key Words: Relationship, policy, classroom practice.

Resources

Book Chapter

Reviewing the field of technology education in New Zealand

Reference: Jones, A. and Compton, V. (2009). Reviewing the field of technology education in New Zealand. In A. Jones and M. de Vries (Eds.), International Handbook of Research and Development in Technology Education (pp. 93-104). Rotterdam: Sense Publishers.

This is an up to date and concise article that outlines the key formative events and issues that have shaped the development of technology education in New Zealand.

For newcomers to technology education, the article is easy to read and provides a helpful and relatively short introduction to the historical development of technology education in New Zealand.

The article is useful as part of an introduction to technology education and would help learners develop a deeper understanding of the evolution of technology education within New Zealand.

Keywords: technology education.

Reviewed by: Mike Forret.

Book Chapter

Title: Principles – Foundations of curriculum decision making

Reference: Ministry of Education (2007). New Zealand Curriculum retrieved from http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum/Principles

Review Statement: The principles embody beliefs about what is important and desirable in school curriculum – nationally and locally. They include: high expectations; Treaty of Waitangi; Cultural diversity; inclusion; learning to learn; community engagement; coherence; future focus. The principles put students at the centre of teaching and learning, asserting that they should experience a curriculum that engages and challenges them, is forward-looking and inclusive, and affirms New Zealand's unique identity. As such, the principles identified the New Zealand Curriculum should underpin all school decision making particularly when planning, prioritising, and reviewing a school's curriculum.

Key phrases: principles: high expectations; Treaty of Waitangi; Cultural diversity; inclusion; learning to learn; community engagement; coherence; future focus.

Book Chapter

Title: Values – to be encouraged, modelled, and explored

Reference: Ministry of Education (2007). New Zealand Curriculum retrieved from http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum/Values

Review Statement: Values are deeply held beliefs about what is important or desirable. Values identified in the New Zealand Curriculum are: excellence; innovation, inquiry, and curiosity; diversity; equity; community and participation; ecological sustainability; integrity; and respect. Every decision relating to curriculum, and every interaction that takes place in a school, reflects the values of individuals involved and the collective values of the institution.

Key phrases: values; excellence; innovation, inquiry, and curiosity; diversity; equity; community and participation; ecological sustainability; integrity; respect.

Paper

Title: Technology and Values: Initial discussion of the relationship

Reference: Technology and Values: Initial discussion of the relationship. Version 4, 2010. Written by Dr Vicki Compton under contract to the Ministry of Education to support Technology in The New Zealand Curriculum. 97-99. http://www.techlink.org.nz/curriculum-support/pdfs/tcsp-technology-and-values.pdf

Review Statement: This paper summarises key points from the values section of the New Zealand Curriculum and discusses how values education links with technology education.

Key phrases: key competencies: thinking; using language, symbols, and texts; managing self; relating to others; participating and contributing; technological literacy; empowerment for future; specific learning intentions; integrated.

Book Chapter

Title: Learning areas - Important for a broad, general education

Reference: Ministry of Education (2007). New Zealand Curriculum retrieved from http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum/Learning-areas

Review Statement: The New Zealand Curriculum specifies eight learning areas: English, the arts, health and physical education, learning languages, mathematics and statistics, science, social sciences, and technology. School curricula focussed on these areas enable students to receive a broad, general education from years 1-10 and lay the foundations for specialism in years 11-13. While the learning areas are presented as distinct, this should not limit the ways in which schools structure the learning experiences they offer students. All learning should make use of the natural connections that exist between learning areas and that link learning areas to the values and key competencies.

Key phrases: learning areas; broad; link, learning experiences.

Prepared by: Bruce Granshaw.

Book Chapter

Title: Technology curriculum achievement objectives

Reference: Ministry of Education (2007). New Zealand Curriculum retrieved from http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Technology/Achievement-objectives

Review Statement: The New Zealand Curriculum specifies eight learning areas: English, the arts, health and physical education, learning languages, mathematics and statistics, science, social sciences, and technology. School curricula focussed on these areas enable students to receive a broad, general education from years 1-10 and lay the foundations for specialism in years 11-13. While the learning areas are presented as distinct, this should not limit the ways in which schools structure the learning experiences they offer students. All learning should make use of the natural connections that exist between learning areas and that link learning areas to the values and key competencies.

Key phrases: learning areas; broad; link, learning experiences.

Prepared by: Bruce Granshaw.

Key competencies

Book Chapter

Title: Key competencies - capabilities for living and lifelong learning

Reference: Ministry of Education (2007). New Zealand Curriculum retrieved from http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum/Key-competencies

Review Statement: The New Zealand Curriculum identifies five key competencies: thinking; using language, symbols, and texts; managing self; relating to others; participating and contributing.

People use these key competencies to live, learn, work, and contribute as active members of their communities. These competencies draw on knowledge, attitudes, and values in ways that lead to action. They are not separate or stand-alone. They are the key to learning in every learning area.

Key phrases: key competencies: thinking; using language, symbols, and texts; managing self; relating to others; participating and contributing.

Resource

Title: "What could key competencies look like in practice?"

Reference: Ministry of Education (2007). Te Kete Ipurangi retrieved from http://nzcurriculum.tki.org.nz/Key-competencies

Review Statement: This resource explores: what key competencies could look like in leadership, teaching and learning. It presents a range of discussion tools and school stories.

Key phrases: key competencies: thinking; using language, symbols, and texts; managing self; relating to others; participating and contributing, leadership teaching, learning.

Paper

Title: Technology and Key Competencies

Reference: Technology and Key Competencies: Initial discussion of the relationship. Version 4, 2010. Written by Dr Vicki Compton under contract to the Ministry of Education to support Technology in The New Zealand Curriculum. 100-101. http://www.techlink.org.nz/curriculum-support/tech-key/index.htm

Review Statement: This paper provides a discussion on the relationship the key competencies identified in The New Zealand Curriculum (2007) and how they link with technology education in a mutually enhancing manner. The key competencies provide an overarching series of competencies for all schools to embed in their school curriculum. This paper presents the key competencies and discusses.

Key phrases: key competencies: thinking; using language, symbols, and texts; managing self; relating to others; participating and contributing; technological literacy; empowerment for future; specific learning intentions; integrated.

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