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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

  • Lee, K. M., & Lynch, J. (2011)

    Utilising learning management systems to involve and engage parents, families and the community in children’s learning. In V. Wang (Ed.), Technology and Its Impact on Educational Leadership: Innovation and Change.

    Abstract: Parents, families and the community are and should be an integral part of every school. Parent and community involvement has the potential to positively impact upon a child’s academic and social confidence, competence and performance. There are many ways school can support and encourage this involvement. This chapter provides examples of how schools can and have engaged parents, families and the community in children’s learning via parent portals and learning management systems.

  • Lee, K.M. (2009)

    From Whoa to Go in 24 hours, TENZ 2009 Napier, Napier, New Zealand, 6 October - 8 October.

    Abstract: Preparing someone to teach technology in 24 hours may seem an impossible task, yet by national standards the University of Auckland primary graduate programme devotes more time to technology education than the majority of other providers within New Zealand. Should lecturers prepare students to teach in the real world in which technology is often seen as a low priority, and integrating aspects of technology, seen as the only viable option, or should they be taught the ideals and strive to achieve these in whatever ways possible within the constraints of their school? How much time should be devoted to understanding what technology education is and its place in 2007 curriculum? In the short time available do you give student teachers tips, skills and knowledge in one area or do you give them a taste of what is available but never really get into any depth? This paper outlines a primary graduate diploma course and a study undertaken to evaluate the effectiveness.

  • Lee, K. (2006)

    First Year students views of Technology Education, 4th Biennial International Conference on Technology Education Research, Gold Coast, Australia,.

    Abstract: The New Zealand technology curriculum has been in schools since 1995 and been compulsory since 1999. Do first year tertiary students straight from school have a sound understanding of technology education? Is it safe to presume they have a better idea than any other group entering teacher education? This paper outlines a small research project which investigates, the basic understanding of technology education, people entering teacher education already have. 42 primary student teachers on the first day of their technology education class were asked to state their understanding of technology education. This data was then compared with their age, gender and prior experience to technology education to see if there is a correlation.

  • Lee, K. (2007)

    So what is the ‘Triple Bottom Line’? The International Journal of Diversity in Organisations, Communities & Nations, 6(6), 67-72.

    Abstract: In March 2003 The New Zealand Ministry for the Environment published a 66 page booklet about the importance of triple bottom lines. It appears few people have read it or even heard of it. This article provides information on what this concept is, its importance in the New Zealand school curriculum and in particular the technology education curriculum.

  • Lee, K.M. (2009)

    Technology lecturer turned technology teacher. International Journal of Teaching and Learning in Higher Education, 20(2), 79-90.

    Abstract: This case study outlines a program developed by a group of 6 teachers’ college lecturers who volunteered to provide a technology program to year 7 & 8 children (11- and 12-year-olds) for a year. This involved teaching technology once a week. As technology education was a new curriculum area when first introduced to the college, few lecturers had classroom experience of teaching this new subject. Although the lecturers had sound personal constructs of technology education and lectured in the area of technology education, teaching this age group for this extended period was a new experience for all. The lecturers’ honest evaluations document the difficulties and emotional times they encountered as they tried to implement the technology curriculum.

  • Lee, K. (2007)

    Who are the stakeholders? The Journal of Technology Studies, 33(1) scholar.lib.vt.edu/ejournals/JOTS/v33/v33n1

    Abstract: The New Zealand technology curriculum requires children to solve problems to meet people’s needs. So who are these people? Are they the users of the product, people who are affected by the product or someone else? This article investigates the confusion that exists in the New Zealand curriculum about the terms society, community, consumer, user, and people and justifies the replacement of some of these designations with the term stakeholder.

  • Lee, K.M., & Thompson, J.L. (2010)

    Using sustainability and enterprise education as a focus for teaching and learning, the International Journal of Environmental, Cultural, Economic and Social Sustainability, 6(2), 241-248.

    Abstract: Preparing children for a world that may not yet have been conceived is a daunting task, yet teachers in New Zealand are charged with preparing children for life in the 21st century. This paper outlines some of the Ministry of Education’s strategies to achieve this and documents a school’s proposed innovative program which sees children developing eco-businesses through a sustainability and enterprise education focus.

  • Lee, K.M., & Kalopa, J.P.K. (2009)

    The use of traditional examples and techniques to support contemporary learning, The International Journal of Diversity in Organisations, Communities & Nations, 9(2), 63-70.

    Abstract: With 231,801 people of Pacific Island ethnicity living in New Zealand in 2001 (a country of only 4 million people), one can quickly see the need for culturally appropriate educational material. After a brief overview of the current New Zealand curriculum this paper provides a justification for inclusion of Pasifika teaching resources and activities. This paper focuses on one topic, that of barkcloth (tapa) production. It provides basic information of this process for the reader who may have no knowledge of tapa making. Examples of activities relating to each learning area (subject) in the New Zealand curriculum using tapa as a context will be given, in order for educators to see the simplicity and the diversity of approaches that are possible.

  • Harwood, C.D.

    New Zealand Beacon Practice - Technology: Supporting student learning and resource development in technology education. Refereed conference proceedings, Fourth Biennial International Conference on Technology Education Research Values in Technology Education, 7-9 December, 2006, Surfers’ Paradise, Queensland, Australia.

    Abstract: This paper discusses the philosophical and theoretical rationale for the Beacon Practice - Technology (BPT) project. This project was implemented in New Zealand schools in 2005 and currently has funding to continue through to the end of the 2007 school year. The BPT project has selected forty-one teachers to participate in the project. These teachers were selected after demonstrating that they were among the best performing secondary teachers of technology in New Zealand. A key focus of the BPT project is placed on enhancing student learning in technology through supporting and enhancing teachers’ practice. The development of teacher resource material to support the professional development of all teachers involved in technology education in New Zealand is also an expected outcome of this project.

  • Harwood, C.D. (2005)

    Beacon Practice – Technology: Enhancing student leaning in technology education. Presented at TENZ 2005 Conference, 5-7 October 2005, Christchurch.

    Abstract: This paper discusses the theoretical and philosophical rationale for the Beacon Practice - Technology (BPT) project. This project was implemented in selected New Zealand schools in 2005. The BPT project currently involves twenty three teachers from thirteen secondary and intermediate schools. These teachers have been selected to participate in the BPT project after demonstrating that they are among the best performing teachers of Technology in New Zealand. A key focus of the BPT project is to support and further enhance these teachers’ practice. In addition, teacher resource material will be developed that can support the professional development of all teachers involved in Technology education in New Zealand.

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