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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. (2011)

    Looking Back, to Look Forward: Using Traditional Cultural Examples to Explain Contemporary Ideas in Technology Education. Journal of Technology Education, 22(2).

    Abstract: Although the term technology means different things to different people, most would generally agree that it is about "stuff." For some it may be more complex than this, and for others it may simply involve using or studying high-tech gadgetry, such as computers and iPhones. Whatever your view, technology cannot occur without people, and therefore, values and culture are inherent influences on and features of technology. Understanding this interdependence between design and culture is a critical part of technology education. In order to know what one wants and needs for the future, it is important to have a good historical and cultural understanding of technological change. Although many countries include historical, societal, cultural, and environmental emphases in their technology curriculum, these can be lost in the drive to design, make, and create. The following article will provide justification and examples for these notions to be key parts of a technology program. Over the last decade, the one thing that has been constant in education is change. Teachers are expected to cover more concepts, whilst addressing the ever-increasing diversity amongst their pupils. Technology education is no exception (de Vries, 2006). However, providing justification and examples for the inclusion of historical, societal, cultural, and environmental emphases may help teachers and teacher educators to see the validity of and ease with which they can include this crucial material. Including these approaches will allow students to utilise the wisdom of other generations and cultures, in order to contemplate contemporary technological developments.

  • Harwood, C.D. (2007)

    Implementing Technological Practice in New Zealand: A foundation for technological literacy Presented at PATT 2007 Conference, 23-25 June 2007, Glasgow, Scotland.

    Abstract: This paper presents an overview of the Beacon Practice – Technology (BPT) project which is part of the GIF-Technology initiative. The BPT exemplifies the successful implementation of technological practice in New Zealand classrooms in keeping with the constructs underpinning this strand in the Draft Curriculum: Technology Materials for Consultation Package (Ministry of Education, 2006). The paper also discusses the gaps that have been identified through New Zealand’s experience of implementing technological practice, and highlights implications for programme design and professional development, in keeping with the newly developed technology curriculum framework.

  • Harwood, C.D. and Compton, V.J. (2007)

    Moving from Technical to Technology Education: why it’s so hard!! Presented at TENZ 2007 Conference, 1-3 October 2007, Auckland.

    Abstract: The constructs that underpin a curriculum play an important role in determining the pedagogical practices used by teachers to deliver these inside classrooms. The prior experiences and training of teachers also assist in determining the nature of the pedagogical practices that are used. This paper will discuss the issues that face teachers of technology who have a background in traditional technical education. These issues are explored in terms of the similarities and differences between ideologies and learning theories that underpin traditional technical and technology education, and how these have been translated into pedagogical practices inside New Zealand classrooms. The paper concludes with suggestions as to how these issues may be resolved within the framework proposed by the revised technology curriculum.

  • Fox-Turnbull, W. (2002)

    The Relationship Between Out of Context Assessment tasks in Technology Education and that of the Same Task Embedded in Authentic Classroom Technological Practice. Griffith University, Brisbane: Learning in Technology Education Challenges of the 21st Century Conference, 5-7 Dec 2001.

  • Gilliver, T. and Fox-Turnbull, W. (2010)

    A Guide Dog's View to Starting: Starting Athletic Track Events. (2nd) Christchurch: Athletic Canterbury. 37.

  • Fox-Turnbull W. (2003)

    The Place of Authentic Technological Practice and Assessment in Technology Education. Christchurch College of Education.

  • Fox-Turnbull, W. (2003)

    A Comparison Between Authentic Assessment Tasks and Out of Context Assessment Tasks in Technology Education. Hamilton, New Zealand: TENZ 2003 New Zealand International Conference for Technology Education, 1-3 Oct 2003.

  • Fox-Turnbull, W. (2007)

    Teacher education in technology through a constructivist approach. Glasgow, UK: Pupils Attitudes Towards Technology (PATT) 18 Annual Conference, 21-25 Jun 2007. In 2007 Teaching and Learning Technological Literacy in the Classroom, 63-75.

  • Fox-Turnbull, W. (2007)

    Technology Through a Constructivist Approach. Auckland, New Zealand: Technology Education New Zealand (TENZ) 2007, 3 -5 Oct 2007. In TENZ 2007 Conference Proceedings, 23-36.

  • Fox-Turnbull, W. (2006)

    The Influences of Teacher Knowledge and Authentic Formative Assessment on Student Learning in Technology Education. International Journal of Technology and Design Education, 16(1), 53-77. http://dx.doi.org/10.1007/s10798-005-2109-1.

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