Papua New Guinea Primary School Technology Teachers: The Impacts of Support Materials on Their Perceptions and Practices
Hagunama, E. (2008). Papua New Guinea Primary School Technology Teachers: The Impacts of Support Materials on Their Perceptions and Practices (Thesis, Master of Education (MEd)). The University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/2274
Permanent Research Commons link: https://hdl.handle.net/10289/2274
This thesis explores the perceptions of technology and technology education held bysix primary school teachers in Papua New Guinea, and their views of the materialsdeveloped to use as a support for teaching technology and the impacts on theirperceptions and their teaching practices of technology. Based on the interpretivistparadigm, a case study approach and qualitative data collection methods were used toexplore the teachers' views of technology and technology education and how the support materials influenced these perceptions and practices. One to one, semistructuredinterviews with the teachers, and an analysis of their planning documents were used to collect data.As part of the curriculum reforms, technology education was introduced as a newsubject into primary education in PNG in 1994. However, no formal professionaldevelopment was provided for helping the primary teachers implement technologyeducation. Instead, curriculum materials were developed and distributed to teachers in2005 as a support for their technology teaching.This thesis supports the idea that teachers need support to help them learn. It is alsoargues that teachers' beliefs about subject areas, teaching, their students, andcurriculum materials influence how they interact with these support materials. Thefindings show that the support materials were very useful in enhancing the teachers'knowledge of technology and effective teaching of technology.There were changes to teachers' perceptions of technology and technologicalpractices when they began to use the support materials. Changes included the views oftechnology as more than modern artefacts to include traditional technology, thattechnology was more than just practical. It also has a knowledge base. However, notall aspects of technology as advocated in the support materials have been taken up bythese teachers. Problem-solving and design aspects have received marginal attention.Other factors were at play including subject subcultures, subject backgrounds, pasthands-on experiences and ownership of personal technological artefacts. To be evenmore effective technology teachers, it is advocated that teacher professionaldevelopment is required for Papua New Guinean primary teachers to implement thetechnology successfully.
The University of Waikato
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