This book aims to develop understanding of technology education in New Zealand. It is New Zealand’s story of technology education in the 21st century and will assist teachers and teacher educators in developing technology education programmes. It explores the philosophy of and rationale for technology education and the relevant theory underpinning technology education. The background to recent changes to the technology curriculum are outlined and aspects of Technology in The New Zealand Curriculum are explored, including sections on the technological areas, strands and components of technology. The process of planning a unit of work is explained thoroughly and modelled to assist teachers who are new to teaching technology in New Zealand. The authors take a unique, dual narrative approach to explore two students’ journeys through their technology education. This is complemented by teachers’ commentary, making explicit links to teacher thinking and theory, and explaining planned student practice. Wholly dedicated to the New Zealand context, this is essential reading for preservice and qualified teachers alike.
In many ways this book is long overdue, it not only speaks to a New Zealand teaching audience but also makes a major contribution internationally. The linking of theory and practice through out the book as well as the integration of student and teacher voices combine to provide a solid foundation for guiding teachers and teacher educators in technology education in the schooling and tertiary sectors as well as informing the research community on practice. The beginning chapters provide a clear articulation of the philosophy of technology and the implications for the technology practice as a human endeavour. The rationale for the inclusion of the teaching and learning of technology is developed from an economic imperative through to environmental perspectives and personal actions. The development of technology practice and its authentic incoporation into the curriculm is well argued. The narrative of the students in the development of their own and others technological development provides major authentic insights into learning and teaching.
The three authors themselves have made significant contributions to the New Zealand curriculum spanning nearly 30 years as well as contributing to the body of international research.
As someone who was involved from the very early days of the technology curriculum in New Zealand I strongly recommend this book for teachers, teacher educators and those in the research community.
Professor Alister Jones
Senior Deputy Vice Chancellor
University of Waikato