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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

  • Mawson, B.

    Smoothing the Path: Technology education and school transition. Research in Science Education, 33(4), 503-514.

    Abstract: The lack of coherence between early childhood education settings and primary school classrooms provides a challenge to the creation of a seamless educational experience in the period from birth to age eight. This paper examines the nature of technological activities in Kindergartens and New Entrant/Year One classes in New Zealand. It highlights commonalities between the two and discusses the potential for technology education to provide a bridge for children to ease their passage into the formal school setting and to provide a coherent educational experience.

  • Mawson, B. (2002)

    Developing technology in early childhood settings. Early Education, 29(Winter), 11-16.

    Abstract: In this article I will look at some overseas and New Zealand examples of technology education in early childhood and discuss their applicability. I will also offer some suggestions for implementing technological teaching and learning in early childhood education.

  • Mawson, B. (2003)

    Beyond “The Design Process”: An alternative pedagogy for technology education. International Journal of Technology and Design Education, 13(2), 117-128

    Abstract: ‘The design process’ as an underpinning structure for technology education is well established. A number of increasingly complex models have been produced to describe the design process. These models have had a widespread, paradigmatic effect on the teaching of technology education. The development and implementation of models of the design process and the influence of these on teachers’ classroom practice is examined, and it is then argued that the paradigm is fatally flawed, and that continued adherence to it is having a detrimental impact on children’s learning in technology. It is suggested that the basis of an alternative pedagogy for technology education already exists within the research literature. Two examples of an alternative approach for teaching technology are described, and some practical limitations outlined.

  • Lynch, J., & Lee, K. M.

    Fishing for quality learning: KnowledgeNet a New Zealand solution. In V. Wang (Ed.), Encylcopedia of e-Learning, Conseling and Training: IGI Global.

    Abstract: In order to prepare children for a world of rapid change New Zealand has developed a new education curriculum. This curriculum emphasises both a new vision and new values for teaching and learning. In order to address these, some progressive schools are trialing new technologies such as learning management systems. One such system which is showing exciting results is KnowledgeNet (KNet) which provides opportunities for students, peers, teachers, parents and the community to be actively involved in the child's education. Schools trialing this system, are beginning to see extensive positive applications. This chapter will provide visual real-life classroom examples in order to describe how one New Zealand school has successfully introduced KNet.

  • Mawson, B. (1998)

    Facing the challenge: student teachers, secondary schools and technology. Set special, 5, 1-4.

    Abstract: We tracked all eighteen students on our Secondary Graduate Technology (Hard Materials) 1996 course through their year of training, and then a group of ten of them through their first six months of teaching. This article focuses on two areas of our research; (1) The students personal experiences and development as professional educators, and (2) the efforts being made by the secondary schools they were associated with to prepare for the new Technology Curriculum. It also seeks to offer strategies baased on our findings which may expedite the introduction of Technology into Secondary schools.

  • Lee, K.M., Mawson, W.B., McGlashan, A.A., Neveldsen, P.G., Patterson, M.N., Weal, B.J. & Wells, A.W.J. (2008)

    Developing a research culture which investigates the impact of professional practice. Exploring Technology Education: Solutions to issues in a Globalised World. 5th Biennial Technology Education Research Conference. Crowne Plaza Hotel, Surfers Paradise, Gold Coast, Queensland, Australia.

    Abstract: The New Zealand Ministry of Education is calling for greater links between in-service and pre-service teacher educators. At the same time it has published a document which highlights the dearth of research into the impact of tertiary courses on preparing students to teach (Timperley, Wilson, Barrar, & Fung, 2007). This paper outlines how a group of pre-service and in-service technology teacher educators worked together to develop a research proposal to investigate the impact of their own practice. The research is designed to investigate student teachers’ and provisionally registered teachers’ perceptions of the effectiveness of the pre-service and in-service experience in preparing them to teach technology. At a time when the NZ headlines are stating that new teachers are not prepared well to teach, this research will enable more effective pre-and in-service programs in technology education to be developed.

  • Lee, K.M., Waqavanua, U.  (2008)

    It is just two words! An investigation of two cultures' interpretations of two new curricula terms. International Journal of the Humanities, 6(3), 117-121.

    Abstract: Auckland is New Zealand’s largest city and the biggest concentration of Pacific Island people in the world. The number of Pacific Island students is rising rapidly and there is an urgent need to ensure educational content is appropriate to all students’ needs. Recently changes have occurred with the development of a new school curriculum. Amongst many changes, two new terms ‘enterprise’ and ‘entrepreneurship’ have been included. This drove this investigation to see whether different cultures interpret these terms in a similar fashion. It became clear that they don’t. This paper briefly outlines the differing interpretations and discusses the implications for teaching.

  • Lynch, J., & Lee, K. M.

    Case study of a New Zealand school’s use and development of a parent portal. In V. Wang (Ed.), Encyclopedia of E-Leadership, Counseling and Training: IGI Global.

    Abstract: Involving parents and the community in children's learning has always been a difficult challenge. The New Zealand Ministry of Education has identified the value of this involvement and has directed schools to develop links with parents and the community. Learning Management Systems are seen as a way where this can be effectively achieved. This chapter will provide a case study of one of the first schools in New Zealand to take up the challenge of linking with parents by utilising their school learning management system. Examples will be used to provide evidence of the ways the school utilised their parent portal to enable parent and community interaction to assist with children’s learning.

  • Lee, K.M. (2009)

    Philosopher or philistine?' In: Wang, D.V. (ed.) Assessing and Evaluating Adult Learning in Career and Technical Education, PA, USA, Information Science Reference, p27-52.

    Abstract: Integrating adult learning and technology is exceptionally challenging. The one certainty present for adult educators is that they can rely on change and therefore catering for learners’ needs, interests and abilities is no easy task. In order to be effective, an adult educator must be aware of their own philosophy to cater for this ever increasing diversity. Delivery styles and activities need to be reflective of the philosophy held by the educator and their institution. Although a philosophy may be an eclectic mix, there is usually a key underlying belief which is held by the educator and or institution. Learning will occur most naturally when discussion, activities and direction sit comfortably within their identified philosophy. When teaching approaches are contrary to an educator’s philosophy learning cannot be optimized. This chapter outlines well-known philosophies, and teaching approaches which are commonly utilized. By becoming aware of one’s philosophy an educator is thus better able to devise learning strategies and situations which cater for the ever changing learners’ needs.

  • Lee, K.M. (2009)

    Who has the ultimate control?, In Dr Victor Wang (ed.), Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training, p.747-763.

    Abstract: There are many different philosophies of technology and probably just as many interpretations as to what these philosophies actually mean. This chapter summarises the leading philosophies, and their proponents. It does not spend time on the semantics of each philosophy but rather provides an overall explanation and historical placing of each notion. This will enable teachers to reflect on their own philosophy of technological innovations. In doing so it is hoped, they will gain the confidence and ability to expose their children to these ideas. Children need to understand that technology has a key role in our society, and as members of society we have an important role in managing the development and use of technology. By studying the philosophy of technology, children will recognize the interaction between technology and society and enable them to be fully technologically literate citizens.

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