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dc.contributor.authorReinsfield, Elizabethen_NZ
dc.date.accessioned2019-06-26T04:13:03Z
dc.date.available2018en_NZ
dc.date.available2019-06-26T04:13:03Z
dc.date.issued2018en_NZ
dc.identifier.citationReinsfield, E. (2018). Secondary technology teachers’ perceptions and practice: Digital technology and a future-focused curriculum in New Zealand. Waikato Journal of Education, 23(2), 61–74. https://doi.org/10.15663/wje.v23i2.655en
dc.identifier.urihttps://hdl.handle.net/10289/12631
dc.description.abstractThe Technology Learning Area statement in the New Zealand Curriculum has been recently reviewed to prioritise Digital Technology as a context for learning (Ministry of Education (MoE), 2007, 2017a). The emphasis provides the opportunity for teachers of technology education to guide learning in a future-focused manner, whilst also accommodating their students’ social and academic needs. Four potential school-based responses are proposed, which are asserted as being likely to emerge from this recent change. Findings from a qualitative research project inform discussion about how secondary technology teachers’ perceptions and interpretation of the Technology Learning Area curriculum statement can have an impact on their practices. The implications are discussed in relation to how teachers’ practice can be affected by the discourse within which they teach, and to assert that a personalised approach to professional learning is necessary to enable a future-focused Technology Learning Area curriculum.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherWIlf Malcolm Institute of Educational Research, the University of Waikatoen_NZ
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
dc.titleSecondary technology teachers’ perceptions and practice: Digital technology and a future-focused curriculum in New Zealanden_NZ
dc.typeJournal Article
dc.identifier.doi10.15663/wje.v23i2.655en_NZ
dc.relation.isPartOfWaikato Journal of Educationen_NZ
pubs.begin-page61
pubs.elements-id236137
pubs.end-page74
pubs.issue2en_NZ
pubs.publication-statusPublisheden_NZ
pubs.volume23en_NZ
dc.identifier.eissn2382-0373en_NZ


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