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ERIC Number: EJ924035
Record Type: Journal
Publication Date: 2005-Jan
Pages: 35
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0957-7572
Progression in Technology Education in New Zealand: Components of Practice as a Way Forward
Compton, Vicki; Harwood, Cliff
International Journal of Technology and Design Education, v15 n3 p253-287 Jan 2005
Understanding and undertaking technological practice is fundamental to student learning in technology education in New Zealand, and the enhancement of student technological literacy. The implementation of technology into New Zealand's core curriculum has reached the stage where it has become critical that learning programmes are based on student progression to allow for a seamless education in technology from early primary to senior secondary. For this to occur, teachers and students need to focus learning on key features of technology education. This paper is based on research initiated in 2001 which explored the nature of progression of student learning in technology. It draws on findings from research undertaken in New Zealand classrooms in 1999-2000 that resulted in the development of the technology assessment framework (TAF), (as reported in detail Compton & Harwood 2003). The 1999-2001 research was funded by the New Zealand Ministry of Education. Findings from the 2001 research allowed for the identification of key features of technology education that are relevant across all age groups, contexts and technological areas. These key features were collectively termed "components of practice". The three "components of practice" established to date are "brief" development, "planning for practice", and "outcome development and evaluation". This paper discusses the development of progression matrices for each of these and provides illustrative examples of student work levelled against the matrix indicators of progression for "brief development".
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand