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dc.contributor.authorReinsfield, Elizabethen_NZ
dc.contributor.authorWilliams, P. Johnen_NZ
dc.dateTechnology education in the New Zealand context has seen significant change since it’s 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.
dc.date.accessioned2019-11-20T03:13:39Z
dc.date.available2018-09-01en_NZ
dc.date.available2019-11-20T03:13:39Z
dc.date.issued2018en_NZ
dc.identifier.citationReinsfield, E., & Williams, P. J. (2018). New Zealand secondary technology teachers’ perceptions: ‘technological’ or ‘technical’ thinking? International Journal of Technology and Design Education, 28(3), 739–751. https://doi.org/10.1007/s10798-017-9418-zen
dc.identifier.issn0957-7572en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/13173
dc.description.abstractTechnology education in the New Zealand context has seen significant change since it’s 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.
dc.format.mimetypeapplication/pdf
dc.language.isoenen_NZ
dc.publisherSpringeren_NZ
dc.rights© Springer Science+Business Media B.V. 2017. This is the author's accepted version. The final publication is available at Springer via dx.doi.org/10.1007/s10798-017-9418-z
dc.subjectSocial Sciencesen_NZ
dc.subjectScience & Technologyen_NZ
dc.subjectTechnologyen_NZ
dc.subjectEducation, Scientific Disciplinesen_NZ
dc.subjectEngineering, Multidisciplinaryen_NZ
dc.subjectEducation & Educational Researchen_NZ
dc.subjectEngineeringen_NZ
dc.subjectCurriculum interpretation and enactmenten_NZ
dc.subjectInnovative and responsive learning environmentsen_NZ
dc.subjectPedagogical approachesen_NZ
dc.subjectTeacher perceptionsen_NZ
dc.subjectTechnological and technical thinkingen_NZ
dc.subjectSenior secondary schoolingen_NZ
dc.titleNew Zealand secondary technology teachers' perceptions: "technological" or "technical" thinking?en_NZ
dc.typeJournal Article
dc.identifier.doi10.1007/s10798-017-9418-zen_NZ
dc.relation.isPartOfInternational Journal of Technology and Design Educationen_NZ
pubs.begin-page739
pubs.elements-id200380
pubs.end-page751
pubs.issue3en_NZ
pubs.publication-statusPublisheden_NZ
pubs.volume28en_NZ
dc.identifier.eissn1573-1804en_NZ


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