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ERIC Number: EJ1064407
Record Type: Journal
Publication Date: 2005
Pages: 13
Abstractor: ERIC
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1045-1064
Moving Towards Technology Education: Factors That Facilitated Teachers' Implementation of a Technology Curriculum
Barnes, Roy
Journal of Technology Education, v17 n1 p6-18 Fall 2005
Australia has a National Technology Statement (Curriculum Corporation, 1994) that specifies the content and process of technology studies in schools. However, as in the United States, the implementation of curricula is a state responsibility. In the state of Queensland the implementation has been a very gradual process with schools having the option of adopting new curricula on a school-by-school basis or waiting until implementation becomes mandatory in 2007. To a large extent, technology teachers have adopted a wait and see approach (INTAD, 2001), and are expecting a systemic curriculum direction, professional development, and the provision of resources (Warner, 2001). Failure to implement the new curriculum may jeopardize the future viability of the subject area, as there is no statutory obligation for schools to offer specialized technology subjects. Against this general trend, a core group of approximately 40 progressive teachers, from a total cohort of about 1150 (Warner, 2001), have chosen to implement a school-based technology curriculum. These teachers have modified the existing shop-based syllabi and pre-empted the new technology curriculum mandate (Warner, 2001). This situation poses a question that has formed the basis of this research. What factors have influenced these junior secondary school traditional technology teachers to implement a new technology education curriculum? This study focused on identifying factors that influenced a small group of Queensland teachers to implement a new technology curriculum voluntarily. Narrative interviews were conducted and a qualitative analysis followed which emphasized the importance of the subjective experience of the individuals. This project was unique on two accounts. Firstly, limited research has been undertaken into changing curriculum practice in technology education and secondly, due to the school-based management framework in Queensland, the changes have been implemented in a non-systemic curriculum environment. The methodology, findings, conclusions and recommendations of this study are described herein.
Journal of Technology Education. Web site: http://scholar.lib.vt.edu/ejournals/JTE
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia