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Kaua e rangiruatia te hāpai o te hoe; e kore to tātou waka e ū ki uta

Readings for researchers

  • Down, M., Lee, K. (2007)

    Catering for 'gifted and talented' technology students, TENZ Conference, Brent Mawson (ed.), TENZ 2007 Conference, Waipuna Hotel, Auckland, p.143-150

    Abstract: In Term One of 2005 it became mandatory for all New Zealand state and state-integrated schools “to show how they are meeting the needs of their gifted and talented learner” (Ministry of Education, 2004, p.6). There is evidence that New Zealand schools are catering for their gifted and talented student in curriculum areas such as mathematics, languages, science and the arts. However are New Zealand schools catering for gifted and talented students in technology, and if so how is this being achieved? This article investigates and explores how twenty diverse primary schools from the Auckland region, are catering for their gifted and talented students within the technology curriculum. The research investigates the definition of the term ‘gifted and talented’, the criteria of identification, the purpose of the identification, and also the aims and expectations for those identified. Comparisons are established between the schools in order to understand the nature of gifted and talented technology programmes in New Zealand schools.

  • Eames, C, Lockley, J, and Milne, L. (2009)

    Education for sustainability in primary technology education. In Michael LIttledyke, Neil Taylor, & Chris Eames (ed/s) Education for Sustainability in the Primary Curriculum. A Guide for Teachers. Palgrave Macmillan, 2009. p.101-113.

    Abstract: This chapter focuses on the integration of education for sustainability (EfS) with technology education in primary schools in New Zealand and Australia. Technology education has been a learning area in New Zealand and Australian curricula since the late 1980s and early 1990s (Ministry of Education, 1993; Technology Education Federation of Australia, 2007). The development and use of technology is a key part of life in today’s society, and studying technology at school can develop students’ technological literacy to allow them to participate in society as informed citizens and provide access to technology-related careers (Ministry of Education, 2007).

  • Compton, V.J. and Harwood, C.D. (2003)

    Developing Senior Secondary Programmes: The role of Achievement Standards in Enhancing Learning. Paper published in TENZ 2003 Conference Proceedings. Presented at TENZ 2003 Conference, 1-3 October 2003, Hamilton.

    Abstract: This paper discusses the use of the Technology Assessment Framework (TAF) to enhance learning within technology units at senior secondary school and summarises recent research findings, regarding the use of the Components of Practice to support the development of progression based programmes. The paper discusses the potential role that the technology achievement standards can play in formative assessment, in order to enhance student learning, rather than merely serving to credential student achievement in senior technology programmes.

  • Compton, V.J. and Harwood, C.D. (2001)

    Developing Technological Literacy: A framework for Technology Education in New Zealand. Paper published in TENZ 2001 Conference Proceedings presented at TENZ 2001 Conference, 1-3 October 2001, Wellington.

    Abstract: The overall aim of technology education in New Zealand is to support the development of students’ technological literacy. This paper introduces a framework, called the Technology Assessment Framework (TAF), for planning for, monitoring and assessing student learning in technology. The TAF was developed and refined in 1999 and 2000 as part of a two year New Zealand Ministry of Education funded research project.

  • Compton, V.J. and Harwood, C.D.

    Moving from the One-off: Supporting progression in Technology, SET.1

    Abstract: Technology Education in New Zealand is beginning to become established in many classrooms. However, teachers are finding the lack of guidance provided in the technology curriculum in terms of progression, and mechanisms for reporting student achievement, are barriers to the development of quality learning programmes – and hence often resort to offering students one-off experiences. Research undertaken in 2001 has established three key features of technology known as ‘components of practice’. These features, and their levelled indicators of progression, are providing support to teachers working within primary, intermediate, secondary and tertiary sectors, as they develop long term technology programmes and report on student achievement for formative and formative purposes.

  • Compton, V.J. and Harwood, C.D.

    Enhancing Technological Practice: An assessment framework for technology education in New Zealand. International Journal of Design and Technology Education. 13(1), 1-26

    Abstract: The stated aim of technology education in New Zealand is to develop students’ level of technological literacy. This paper introduces the Technology Assessment Framework (TAF) as an organisational tool for the development and delivery of technology programmes that focus on increasing students’ technological literacy through the enhancement of their technological practice across technological areas and contexts. The TAF was developed and refined in 1999 and 2000 as part of a two year New Zealand Ministry of Education funded research project, and integrated within a national professional development programme in 2000 designed for preservice and inservice teacher educators in New Zealand.

  • Compton, V.J. and Harwood, C.D.

    Progression in Technology Education in New Zealand: Components of practice as a way forward.' International Journal of Design and Technology Education. 15(3), 253-287.

    Abstract: Understanding and undertaking technological practice is fundamental to student learning in technology education in New Zealand, and the enhancement of student technological literacy. The implementation of technology into New Zealand’s core curriculum has reached the stage where it has become critical that learning programmes are based on student progression to allow for a seamless education in technology from early primary to senior secondary. For this to occur, teachers and students need to focus learning on key features of technology education.

  • Compton, V.J. and Harwood, C.D.

    Technology Education Achievement Standards: Are they fit for the purpose? Refereed conference proceedings, Third Biennial International Conference on Technology Education Research Initiatives in Technology Education: Comparative Perspectives, 5-7 December 2002, Surfers’ Paradise, Queensland Australia.

    Abstract: This paper is based on findings from New Zealand Ministry of Education funded research undertaken in New Zealand classrooms over the past three years. Initial work resulted in the development of a Technology Assessment Framework (TAF), with subsequent work focusing on employing this framework to explore progression. This paper reports specifically on the analysis carried out in 2001 to identify key features of technology education that could be developed into a progression matrix suitable for use by New Zealand teachers across all year groups, technological areas and contexts. ‘Component of practice’ is the term given to the features identified as key for progression in technology education in New Zealand. The establishment of these is discussed and the three specific ‘components of practice’ identified are explained. Feedback from teachers on the usefulness of these ‘components of practice’ in their teaching of technology is also presented, along with their comments on the progression matrices and illustrative exemplars associated with each currently under development.

  • Bondy, A. (2000)

    Visually us: Validating the curriculum for Māori students. NZARE Conference, Hamilton.

  • Bondy, A., Bull, A., & Smith, P. (2000)

    Addressing the treaty in teacher education. Treaty Conference Proceedings, Auckland.

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