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.
Table of Contents
1. Introduction 2. Underpinning Philosophy and Perspectives of Technology in New Zealand 3. Rationale for and Nature of Technology Education in New Zealand 4. Implementing the Technology Curriculum in New Zealand 5. Classroom Narrative 6. Epilogue
Wendy Fox-Turnbull is an associate professor at the University of Waikato and Deputy Head of School for Te Kura Toi Tangata – School of Education. Wendy was chair of the Technology Education New Zealand (TENZ) Council from 2006 to 2018 and has convened two TENZ conferences (TENZ 2005 and TENZ/ICTE 2017) and one international technology research conference (PATT 2013) in Christchurch. She previously taught at the University of Canterbury’s College of Education, in Technology Education, primary and secondary, Professional Inquiry Studies and Inquiry Learning, from 1997 to 2017. In 2015 Wendy was awarded the TENZ Outstanding Contribution to Technology Education Award and is one of six living recipents. Research special interests include authentic learning in technology education, the place of women in technology-related careers, the role and nature of effective conversations in learning and teaching, and learning approaches for the 21st century. Wendy has presented regularly at PATT and other international conferences and has published in a range of journals and books in the field of technology education. Wendy is a registered and certified primary teacher.
Elizabeth Reinsfield is a senior lecturer at the University of Waikato. Dr Reinsfield's research interests include cross-generational perceptions of innovation, and teachers’ engagement with and enactment of curriculum. In 2019, Liz led the Mātanga project – a national professional learning programme (PLP) for Early Childhood, Primary and Secondary technology teachers in New Zealand to engage with, make meaning of, and enact the curriculum. This was particularly pertinent because of the recent curriculum revision, and consequent emphasis on digital technology. As a result of this work, she was given the Technology Education New Zealand (TENZ) Award: Outstanding Teacher Educator in Technology. In 2020 she was also awarded the Teacher Education Forum of Aotearoa New Zealand (TEFANZ) Emerging Teacher Educator Award.
Alistair Michael Forret has been involved in Technology Education in New Zealand (TENZ) since its beginning in 1992. He was involved in writing the early versions of the Technology Curriculum and was one of the teacher educators at the University of Waikato who prepared the initial "wave" of facilitators to introduce the 1995 Technology Curriculum. Mike has worked in initial teacher education for over 20 years, initially at Hamilton Teachers' College and then at the University of Waikato where he taught preservice teacher education courses and supervised postgraduate research in technology and science education. Mike retired from the university in 2016 and is a director of a web services and development company.
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