ERIC Number: EJ1188778
Record Type: Journal
Publication Date: 2018-Sep
Abstractor: As Provided
ISSN: ISSN-0957 7572
New Zealand Secondary Technology Teachers' Perceptions: "Technological" or "Technical" Thinking?
Reinsfield, Elizabeth; Williams, P. John
International Journal of Technology and Design Education, v28 n3 p739-751 Sep 2018
Technology education in the New Zealand context has seen significant change since its inception as a technical subject. The changing nature of the subject in New Zealand secondary schools is influenced by some teachers' preoccupation with the making of quality product outcomes, rather than their enactment of the curriculum, which conceptualises a wider remit. Research into the perceptions of technology teachers' interpretation and enactment of the curriculum suggests that to enable change, teachers need to adopt a form of "technological thinking", in support of their "technical thinking". Technological thinking is a notion presented to support teachers to explore a range of differing pedagogical approaches and learning outcomes, reflective of the intent of the New Zealand curriculum, which aims to foster learning environments that are innovative and responsive to students' social and academic needs.
Descriptors: Secondary School Teachers, Teacher Attitudes, Foreign Countries, Technology Education, Design, Teaching Methods, Outcomes of Education, Educational Innovation, Student Needs, Educational Needs, Thinking Skills, Secondary School Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: New Zealand