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

Readings for researchers

  • Black, J. (2012)

    Design Technology Leadership: Leadership Strategies that Enable High Quality Outcomes from Innovative, Entrepreneurial and Engaging Design Technology Programmes.

    Abstract: Sabbatical Leave Period: 25 June 2012 to 29 September 2012. (For the full report: http://www.educationalleaders.govt.nz/Leadership-development/Professional-information/Principals-sabbatical-reports/Primary-award-recipients-2012/Black-Jude)

  • Williams, P.J. (Ed) (2012)

    Technology Education for Teachers. Netherlands: Sense Publishers, 264pp. (https://www.sensepublishers.com/media/1449-technology-education-for-teachers.pdf)

  • Mawson, B. (2011)

    Technological funds of knowledge in children's play: Implication for early childhood educators. Australasian Journal of Early Childhood, 36(1), 30-35.

    Abstract: The technological knowledge the children bring with them into early childhood settings is not well documented or understood. This article discusses the technological knowledge and understanding of the nature of technology present within children’s collaborative play in two New Zealand early childhood settings. The children incorporated a wide range of technological knowledge and understandings in their collaborative play they brought from their out-of-centre experiences. These elements are described in terms of the strands of the New Zealand Technology Curriculum. The discussion then focuses on the implications for early childhood educators’ knowledge in this domain area and offers some possible avenues of interest that might profitably be explored within an early childhood programme.

  • Milne, L., and Eames, C. (2011)

    Teacher responses to a planning framework for junior technology classes learning outside the classroom.  Design and Technology Education: An international Journal, 16(2) 33-4.

    Abstract: This paper describes teacher responses to a framework designed to support teacher planning for technology. It includes a learning experience outside the classroom [LEOTC] and is designed specifically for five-year-old students. The planning framework draws together characteristics of technology education, junior primary classrooms and LEOTC to describe the role of the teacher, parent helpers and students as they work through three identified phases – preparing for a visit outside the classroom, participating in a learning experience outside the classroom, and post-visit activities in the classroom. This framework was trialed using a case study approach in two new- entrant classrooms in which students made chocolates for Mothers’ Day as part of a technology unit. Students partook in an LEOTC visit to a chocolate factory in order to examine the practice of experts before designing their own chocolate gift. Data sources for this paper included interviews with two participating teachers. The analysis of these suggest the use of the planning framework led to the thorough preparation of parent helpers and students, clearly defined roles for both the teachers and the parents, and the use of valuable strategies which enhanced students memories of their visit and enabled them to apply aspects of the knowledge gained to their own technological practice.

  • Mawson, B.

    Children’s developing understanding of technology International Journal of Technology and Design Education, 20(1), 1-13.

    Abstract: The issue of children’s conceptions of technology and technology education is seen as important by technology educators. While there is a solid body of literature that documents groups of children’s understandings of technology and technology education, this is primarily focused on snapshot studies of children aged 11 and above. There is little literature relating to individual children’s changing conceptions over time, or to children younger than 11. This paper documents and discusses the changing understanding of the meaning of the word ‘technology’ of seven children over their first 6 years of primary school (age 5–10). It seeks to explain the source of the children’s understandings of the word ‘technology’ and to suggest some teaching and planning implications for technology educators.

  • Mawson, B.

    Students' perceptions of the effectiveness of pre-service technology courses. Waikato Journal of Education, 15(1), 157-168.

    Abstract: The merger of the Auckland College of Education with the University of Auckland led to the development of new Teacher Education Programmes. The technology lecturers faced two challenges during this process. There was a need to restructure the existing courses within the reduced time provided in the new programmes. There was also the need to prepare student teachers not only for the current 1995 Technology Curriculum which they would be expected to follow on practicum, but also for the 2007 Curriculum which they would be using early in their teaching careers. Research of beginning teacher perceptions of their programme in preparing them to teach had played a significant part in refining the previous technology education courses.In light of this the technology education staff were interested to find out how useful the students perceived the new courses to be with regard to curriculum knowledge and preparedness to teach. This paper discusses the initial findings from the first set of data collected at the end of 2008.

  • Mawson, B. (2006)

    Designers as teachers and learners: Transferring workplace design practice into educational settings. International Journal of Technology and Design Education, 17(1), 163-177.

    Abstract: The nature of the design process and how to develop this skill in novice designers has been of considerable interest to technology educators. The relationship between workplace and school-based design is one area in which a need for further research has been identified by Hill and Anning (2001, International Journal of Technology and Design Education 11, 111–136). The research project described in this article had two aims. The first was to compare the workplace practice of six experienced designers with their practice when working on a technological assessment task as part of a pre-service technology course. The second was to investigate how effectively they were able to incorporate their own design knowledge into their teaching practice on practicum. The paper concludes with a discussion of the implications for teaching technology education.

  • Mawson, B. (2007)

    Factors affecting learning in technology in the early years at school. International Journal of Technology and Design Education, 17(3), 253-269.

    Abstract: The nature of progression in technology is still a matter of debate in technology education. While there is a growing research-based literature exploring the elements of technological literacy that might be appropriate measures of progression, little has been written about the factors that may influence both group and individual development of technological literacy. This article reports the findings of a longitudinal ethnographic study of the progression in technological literacy of 20 children during their first 3 years at school. It focuses on the factors that affected their learning in technology, and identifies a number of personal and systemic factors that affected progression in technological literacy. The implications of these findings for teaching, and for further research are then explored.

  • Mawson, B.

    Making it happen: Integrating ICT into a technology unit. Computers in New Zealand Schools, 15(1), 31-33.

    Abstract: The Centre for Technology Education at the Auckland College of Education (ACE) has a unique relationship with Kohia Terrace Primary School, whose year seven and year eight students come to the ACE for Technology Education. ACE lecturers in the Centre for Technology Education develop the programme for the year, plan and teach the units, assess and report back to the parents. At the beginning of each semester meetings are held with the student’s teachers at Kohia Terrace and where possible the units are integrated with their classroom programme. There are many advantages for the lecturers in this relationship. Not only do they have an opportunity to keep up their teaching practice, they also have an opportunity to model the implementation of technology both for other teachers and for their pre-service students.

  • Mawson, B.

    A Question of Values: Young Children in a Technological World. Early Education, 33(Spring/Summer), 13-18.

    Abstract: Young children live in an increasingly technological world. No technology is value free and the inter-relationship of technology and society impacts on young and old. This paper begins by discussing the wider question of the place of values in early childhood education, and then goes on to explore the value-laden character of technology and in particular those issues which are relevant to the lives of young children . The final section explores ways in which these issues might be dealt with by early childhood educators.

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