Abstract
It appears that learning and instruction in technology education are emerging from an atheoretical perspective. Research indicates that the grounding of learning and instruction in technology education within a theoretical base is long overdue. This article explores the role of conceptual frameworks derived from learning theories relevant to content as an essential feature of technology and technology education. To illustrate the effectiveness of conceptual frameworks derived from relevant learning theories, an instructional programme was developed and implemented at a College of Education. In gauging learners' experience, a qualitative case study involving 20 learners was undertaken over a six week period. The effectiveness of the instructional programme was measured against a set of criteria derived from the conceptual framework representing relevant learning theories.
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