Sitemap
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Technology in the NZC
- Intellectual property issues
- Technological practice
- Technological knowledge
- Nature of technology
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Technology indicators
- Indicators: Learning Objectives
- Learning Progression Diagrams
- Brief development IOPs
- Planning for practice IOPs
- Outcome development and evaluation IOPs
- Technological modelling IOPs
- Technological products IOPs
- Technological systems IOPs
- Characteristics of technology IOPs
- Characteristics of technological outcomes IOPs
- Planning, programmes, and units of work
- Technology and the key competencies
- Technology and values
- Safety in Technology Education
- Digital technologies support
- CTDT: Progress outcomes, exemplars, and snapshots
- DDDO: Progress outcomes, exemplars, and snapshots
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Teacher education
- Pre-service technology education framework
- Archived papers
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Technology Online webinar recordings
- Introducing the learning progressions for digital technologies
- NCEA level 1 digital technologies achievement standards
- Kia Takatū ā-Matihiko | Digital Readiness
- NCEA levels 2 and 3 digital technologies standards
- Engagement in technology through authentic learning opportunities
- Interdisciplinary product design, materials technology, and applied chemistry
- NCEA review
- Tahi Rua Toru Tech | NZ's Digital Challenge in the classroom
- The revised technology learning area
- Local curriculum projects and digital technologies
- Technology and integrating storytelling
- Professional supports
- Readings for researchers
- News
- How to search this site
- Resources
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Videos
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Technological products in years 9–13
- Combining knowledge and practice
- Linking hands-on experiences and understandings
- Play, experiment, explore
- Finding materials to meet the specs
- School–industry relationship cuts both ways
- Pushing the boundaries with materials
- Exploring unfamiliar materials
- Is this the best material?
- Manipulating, forming, and transforming
- Evaluating materials for an outcome
- Snake skate attributes
- Senior students select their own issues
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Planning in primary
- Planning for a coherent programme in primary
- Building technology inquiries in years 1–6
- My role as a lead teacher technology at Green Bay Primary
- Hooking primary students into technology
- Planning for technology at primary
- A school-wide vision for technology teaching and spaces
- A principal supports technology local curriculum implementation at primary
- Technology and science work well together
- A broad technology programme for year 7–8
- High expectations in years 7–8 technology
- Getting started using Technology Online
- Technology as a part of a cross-curriculum inquiry
- Technology isn’t just about making things
- Technology and literacy in years 3–4: Flight inquiry
- Technology, mathematics, and science in years 3–4: Flight inquiry
- Technology flight inquiry: EOTC in our community
- Tracking progress in a technology centre
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Authentic Contexts for Learning
- Getting the context right
- Real food, real fast
- A food bag for a family dinner
- My context and issue
- Engaging contexts in product design
- Authentic modern food contexts in senior programmes
- Lighting with a digital and design focus
- Planning engaging digital media programmes
- Manufacturing works well with community projects
- Engaging community projects for food technology students
- Camberley School community project
- Using work in our community to learn about technology
- Technological modelling
- Brief development
- Exploring curriculum understandings beyond practice
- Characteristics of technology in primary
- Growing teachers' curriculum knowledge
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Technology transitions and pathways
- A year 13 student talks about her career pathways
- Building a shared vision between primary and secondary
- Transitioning students in technology education
- Food technology and science
- Building relationships with students visiting a technology centre
- Vocation stories – Quality assurance manager, Cedenco Foods
- Vocation stories – Quality control laboratory manager, Cedenco Foods
- Vocation stories – Technical manager, Cedenco Foods
- Koha and collaboration in textiles
- Providing girls with role models for computer science careers
- Vocation stories – Frozens quality assurance team leader, Cedenco Foods
- Vocation stories – Individually quick frozen quality assurance team leader, Cedenco Foods
- What’s happening at the Fab Lab
- Cultural appropriation and identity
- Studying industrial design
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Connecting with industry
- Food processing in a local environment – Hinterland Express Old Cottage Cakery
- Food processing in a national environment – Walter Findlay Ltd
- Food processing in a global environment – Cedenco Foods
- Food safety in a local environment – Hinterland Express Old Cottage Cakery
- Food safety in a national environment – Walter Findlay Ltd
- Food safety and packaging in a global environment – Cedenco Foods
- Costing in a local environment – Hinterland Express Old Cottage Cakery
- Costing in a national environment – Walter Findlay Ltd
- Costing in a global environment – Cedenco foods
- Food processing and testing in a local environment
- Managing raw materials and costs in a global food environment – Cedenco Foods
- Fab Lab and Wellington Girls' College
- Outsourcing digital fabric printing
- Testing in a global environment – Quality assurance laboratory, Cedenco Foods
- Food processing and testing in a national environment – Walter Findlay Ltd
- Assessment
- Planning in secondary
- Literacy in technology
- Student gallery
- Technological systems in primary
- Planning for practice
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Sustainability
- Renewable energy: Solar panels
- Renewable energy: Solar panels for special education
- Renewable energy: A model micro-hydro system
- Renewable energy: Wind turbine
- Renewable energy: Teaching programme
- Renewable energy: Principal and community support
- Manufacturing nesting boxes: Halo project
- Values: Halo project
- Key Competencies: Halo Project
- Renewable energy: Solar water heating
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Digital technologies
- Learning with the internet of things in years 7–8
- Learning with the internet of things: Overview of the programme
- Learning with the internet of things in years 5–6
- Learning with the internet of things in years 9–10
- Collaboration between Ngāti Rangi Trust and Ruapehu College in digital technologies
- Creativity, critical thinking, and problem solving in digital technologies
- Entry and exit portfolios in digital technologies years 9–10
- Technology in years 7–10: Case studies
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Technological products in years 9–13
- Technology Online Open Home