Secondary school technology education in New Zealand: Does it do what it says on the box?

New Zealand secondary technology teachers’ perceptions: “technological” or “technical” thinking?

“…The nature of technology strand encourages a focus on the conceptual aspect of the subject where students can "critique the impact of technology on societies and the environment and to explore how developments and outcomes are valued by different people in different times" (MoE, 2007, p. 32) and considers why technology evolves. To address the nature strand, teachers are required to find ways to foster critical thinking and encourage discussion around past and future technological responses with a view to making students informed consumers or think "outside of the box" (Reinsfield, 2014).…”

“…Technology education can be conceptualised from many perspectives, with differing interpretations of its purpose. Regardless, technology education should be an entitlement for all students, irrespective of their ability or skill (Reinsfield, 2014). According to the Organisation for Economic Cooperation and Development (OECD, 2014), innovation in teaching is represented through an increased engagement in differing pedagogical practices, which include authentic learning opportunities for students' thinking.…”

“…According to the New Zealand curriculum, it is the teacher's professional responsibility to reflect upon how their teaching facilitates "thinking and practices that are informed, critical and creative" (MoE, 2007, p. 32). Some teachers have found their interpretation of the curriculum difficult because of the need for them to change their conception of the purpose of technology education (Reinsfield, 2014).…”

“…Technology education in New Zealand is heavily influenced by political agenda, community expectations of the purpose of the subject, and differing schools' organisational structures (Reinsfield, 2014). This article describes research, which explores how technology teachers' perceptions influence their interpretation and enactment of the New Zealand curriculum (Ministry of Education (MoE), 2007).…”

Technology education in New Zealand context: Disparate approaches to meaning making of the curriculum and the implications for teachers’ evolving knowledge for practice.

“…Some teachers have found this process difficult, however, because of the need for them to align their attitudes with differing perspectives of the purpose of technology education (Reinsfield, 2014). The need for a change in practice is received in differing ways, but for some teachers, their response is to sustain or retreat to historical practices (Paechter, 1995).…”