Perspectives on Technology Education in New Zealand: Twenty years of progress?

Abstract

The Australasian Journal of Technology Education 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

Initial teacher education students’ conceptions of creativity in technology and science education: A large-scale New Zealand study

“…Focus has shifted from technical and life skills, to vocational and industrial arts, through to its many current international forms (Ferguson, 2009;Granshaw, 2015;Jones, Buntting, & de Vries, 2013;Martin & Ritz, 2012). Unfortunately, these multiple iterations have led to confusion about the nature and intent of the subject (Medway, 1989).…”

Time to Re-Conceptualize the Role of Secondary Schools in New Zealand

“…(MoE, 2017, p. 1) InNewZealand,technologyeducationisamandatorysubjectuntiltheendofjuniorsecondary schooling (Age 13). The nature of students' learning experiences can be impacted by teachers' perceptionsoftheroleoftheirsubject.Attheageof14,studentschoosewhattheywouldliketostudy fortheirseniorsecondaryeducation.Insomesecondaryschools,therecanbeanemphasisonthe teachingofcontentknowledge,whichderivesfromteachers'perceivedneedtoenablespecialization withintechnologicalareas,ortosupportstudents'pathwaystowardstheTrades(e.g.,building)or University study (Jones, 2009;Granshaw, 2015;Reinsfield, 2016Reinsfield, , 2018. For example, learning outcomesintechnologyeducationcanfocusontheskillsand/orassessmentrequirementsneededto preparestudentsforaparticulartheworkplace(suchasBuilding),ratherthanthecapabilitiesthey arelikelytoneedtoadaptinfuturetechnologicaltimes (Reinsfield,2018(Reinsfield, ,2019.Suchpracticesdo notnecessarilyaddressallstudents'learningneedsorinterests.…”