The developing field of technology education in New Zealand: The last twenty years

Abstract

This paper traces the development of technology education as a field of study in compulsory education over the last twenty years. This paper reports on the development of a technology curriculum in schools from a technical subject defined along gender lines through the development of a technology curriculum for all (compulsory for Years 1-10) in 1993-1995 through to the current proposed changes to the curriculum in 2006. The philosophy of the curriculum will be discussed as well as its theoretical underpinnings. A curriculum stocktake of technology education was undertaken in 2001-2002 and the results of this national study are discussed. The characteristics of current technology practice will be highlighted. Associated with the development of the technology curriculum there has been a significant growth in technology education research. This paper will paper will analyse the types of research undertaken and identify key areas of future research providing insights into a possible research agenda. When the technology curriculum was implemented in schools significant teacher professional development was provided. However this professional development did not continue to the same extent after 1999. This paper examines the influence of this professional development on teacher practice and suggests how professional development for might be enhanced. Teacher education at the pre-service level began in 1998 and graduate study began in 1994. The philosophy and limitations of these programmes will be highlighted. Technology education in New Zealand has found a place in research, teacher education and classroom practice. Introduction In the last twenty years technology education in New Zealand has found a place in research, teacher education and classroom practice. This paper traces the development of technology education as a field of study in compulsory education over the last twenty years and explores the curriculum development in the 1990s, the emerging research field during that time as well as teacher pre and in-service development. Figure 1 outlines the key aspects of development of technology education in New Zealand and highlights key features of curriculum, research and teacher education and shows the links between these different aspects in a timeline from 1985 to 2005.