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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 Programme Design

Written by Dr Vicki Compton and Cliff Harwood under contract to the Ministry of Education to support Technology in The New Zealand Curriculum.

Discussion ideas for future programme development

Technology programmes are at the level of school curriculum development and as such provide a school specific framework to work from for all teachers involved in teaching technology. This paper provides some ideas and examples for discussion to support technology programme development during the 2008-2010 transition period as schools move from technology programmes based on Technology in the New Zealand Curriculum (1995) to those based on technology curriculum in The New Zealand Curriculum (2007).


A Technology programme should provide opportunity for the incorporation of The New Zealand Curriculum (2007) principles, values, and key competencies alongside the opportunities to address the requirements of the technology learning area statement and achievement objectives. The foci for contexts chosen as suitable for the programme should reflect the school's resources. This includes the knowledge and skills of the teachers, physical and consumable resources, and the available community resources. As a compulsory learning area for all students from year 1 to the end of year 10, every school in New Zealand should be developing their own technology programmes. The nature of existing technology programmes being delivered to address the Technology in the New Zealand Curriculum (1995) will need to undergo a shift to align with the technology curriculum In The New Zealand Curriculum (2007). A transition time is being provided until 2010 to enable schools to develop teacher understanding of The New Zealand Curriculum (2007) and bring these into their technology programmes. During this time, it is recommended teachers focus on ensuring their technology programmes support and report on progression of student learning in terms of the three components of Technological Practice. This strand pulls together the three previous strands of Technology in the New Zealand Curriculum (1995). Over this transition time teachers are also encouraged to begin to explore the five components within the two new strands (Technological Knowledge and the Nature of Technology) but will not be expected to formally assess or report on student progression of these before 2010.

Section One focuses on programme duration and the role of achievement objectives and assessment to support and report student progression. Section Two focuses on classroom programmes. Section Three provides possible ideas of what programmes might look like as they transition towards supporting a technological literacy based on all three strands of the technology curriculum In The New Zealand Curriculum (2007). Further information will be gathered from future classroom research with regards to pedagogical strategies and resources that best support learning within these two additional strands. As this information becomes available further papers will be written to communicate this to all teachers and case study resources will be produced using student data to illustrate different levels of student achievement in terms of the Technological Knowledge and Nature of Technology achievement objectives.

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