The Australasian Journal of TechnologyEducation is a peer refereed journal, and provides a forum for scholarly discussion on topics relating to technology education. Submissions are welcomed relating to the primary, secondary and higher education sectors, initial teacher education and continuous professional development, and general research about Technology Education. Contributions to the on-going research debate are encouraged from any country. The expectation is that the Journal will publish articles at the leading edge of development of the subject area.The Journal seeks to publish• reports of research,• articles based on action research by practitioners, • literature reviews, and • book reviews.

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Adult learners can have well-established ‘ways of knowing’, so a process of transformation represents learning that challenges them to discover new ways of thinking. Transformative learning is thus a frame for the practice of adult educators. The affordances of technologies can be exploited to facilitate transformative learning in adult learning contexts. However, this response is not consistently applied. In the present article, the authors highlight that technology is a tool within teaching strategy, and that it can be used to facilitate transformative learning albeit in a slightly different manner depending upon the epistemological stance of the educator. Adult and vocational teaching practice is positioned within four epistemological stances: post-positivist, constructivist, advocacy/participatory and pragmatism. Discussion focuses on the opportunities for transformative learning, made possible by digital technologies, within each of these epistemological stances.