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

Element 3 - Aspect 1 - Strategies

Teacher Education – Pre-service

Element 3

Aspect 1: Technology as an essential learning area 

Strategy 1

Linking technology to the front end of NZC competencies and values h3

To assist students' understandings of how key competencies and values stated in the New Zealand Curriculum (NZC) (Ministry of Education, 2007) can be linked with the ELA technology education.

A handout activity presents a table listing all competencies and values stated in the NZC. Student teachers are required to complete the table to describe how students learn about the values and competencies listed in the NZC.

Supporting materials: Handout material developed by Paul Neveldsen; University of Auckland FOE:

Pn reading guide tp 2887 (Word, 48 KB)

Pn reading guide tk 2885 (Word, 43 KB)

Pn reading guide tp 2887 (Word, 48 KB)

107 sheet competencies doc 2879 (Word, 42 KB)

Prepared by Moira Patterson.

Strategy 2

Key Competencies

To familiarise students with the structure and learning intentions of technology in the New Zealand Curriculum (NZC) (Ministry of Education, 2007).

Strategy to link Key Competencies to learning in technology.

Students work in groups of two or three and identify a case study or other exemplar from technology.tki.org.nz. They then identify where they see connections between any of the five key competencies and the chosen exemplar. Students note these on paper, and determine whether further connections may be made by modifying the learning activities. Students feed back to whole group on their findings.

Prepared by Bruce Granshaw.

Strategy 3

Consider the evolution of technology education in New Zealand

A group discussion when students return from teaching experience.

To familiarise students with the structure and learning intentions of technology in the New Zealand Curriculum (NZC) (Ministry of Education, 2007).

Discussion on how technology education has developed in New Zealand over the last 20 years. Students discuss examples of teaching technology education which they have seen whilst on teaching experience. The context for the discussion is based on how well student technological literacy is being developed as a result of programmes they have seen.

Students to place what they perceive the technology that experienced during teaching experience on a timeline reflecting the changes in technology as outlined by Fergusson.

Prepared by Bruce Granshaw.

Strategy 4

NZC Values – "Lights, Camera, Action"

To familiarise students with values within the New Zealand Curriculum (NZC) (Ministry of Education, 2007).

Students encouraged to contextualise what the NZC values look like in technology.

They are given a brief to create a two-minute video clip for children to help their understanding of each of the NZC values in the context of technology. This activity also gives students practical experience of planning and working with digital video and related editing programmes. With student permission outcomes are shared on YouTube.

Supporting materials

Prepared by Angela Miller (on behalf of Andrea Robertson).

Strategy 5

Close-Up on the Curriculum

To introduce students to the structure and the AOs of the technology curriculum.

PowerPoint that guides students through each AO. Students are encouraged to make independent links to their own experiences (ideally an immersion activity that has taken place within the course). Students are asked to record responses on a "slide handout" of presentation.

Supporting materials:

Close up on the curriculum 2876 (PDF, 3 MB)

Prepared by Angela Miller (PowerPoint modified from work by Dawn Coburn).

Strategy 6

Values in technology in the NZC

To familiarise students with the structure and learning intentions of technology in the New Zealand Curriculum (NZC) (Ministry of Education, 2007).

Strategy to link Values to learning in technology.

Examine the links between Values and learning in technology.

Statements based on the paper on Technology and Values. Retrieved from:

Technology curriculum support oct 10 (PDF, 810 KB)

Discuss the following statements in terms of student learning in technology. Use exemplars and case studies as a context for your discussion.


Students were able to explore the fitness for purpose of past materials, in terms of values associated with care of the environment and animals, and those associated with wearing animal based materials.

Clashes between indigenous people and colonising forces provide a number of examples of past and contemporary contentious issues. One of these is effectively devaluing of indigenous knowledge and customs, particularly in regards to imposed technologies.

Ongoing reflection and evaluation of past practice is critical in developing Technological Outcomes. Ensuring the exploration of their own and others' values, and developing an understanding of how these values impact on decision-making is an important aspect of student learning.

Different social and cultural values can influence what is seen as appropriate in developing Technological Outcomes which are "fit for purpose".

Stakeholder values from the wider community will therefore need to be analysed and compared, and any areas of contestation identified and resolved as part of developing Technological Outcomes.

Students consider the above statements and find examples where student have or should have considered values identified in the NZC, from learning in technology. Contribute to group discussion.

Prepared by Bruce Granshaw.

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