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

Technology in the NZC

Technology education in New Zealand explores how, beginning with a need or opportunity, new products and systems are developed, and how technological developments impact on our world.

Follow the links in the diagram for explanations of the three strands and eight components of the technology curriculum, the technology pages of the New Zealand Curriculum, and support with planning. 

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Technological literacy

The aim of technology education is for students to develop “a broad technological literacy” – to gain skills, knowledge, and understanding that will enable them to thoughtfully live with, critique, and contribute to the technological developments that shape our lives.

Technologically literate young people:

  • have a broad understanding of how and why things work
  • understand how technological products and technological systems are developed
  • can critically evaluate technological developments and trends
  • can design and evaluate their own solutions in response to needs and opportunities.

Like any other literacy, technological literacy is developed by exposure to a wide range of relevant experiences over time. The three strands of the technology curriculum – technological practice, technological knowledge, and the nature of technology – are designed to facilitate this.

At senior levels, students have the opportunity to specialise in a field of particular interest, for example, food, agriculture, digital media, information management, or textiles. 

This section of Technology Online offers resources designed to support teachers in growing their students' technological literacy.

Follow the links on the left to find explanations to support your understanding of technology and other resources to use in your planning and teaching.

We welcome your feedback on the usefulness of these materials and your ideas for further resources. Send your comments and suggestions to technology@tki.org.nz.

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