Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Theses
      • Masters Degree Theses
      • View Item
      •   Research Commons
      • University of Waikato Theses
      • Masters Degree Theses
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Papua New Guinea Primary School Technology Teachers: The Impacts of Support Materials on Their Perceptions and Practices

      Hagunama, Eron
      Thumbnail
      Files
      thesis.pdf
      1.188Mb
      Citation
      Export citation
      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
      Abstract
      This thesis explores the perceptions of technology and technology education held by

      six primary school teachers in Papua New Guinea, and their views of the materials

      developed to use as a support for teaching technology and the impacts on their

      perceptions and their teaching practices of technology. Based on the interpretivist

      paradigm, a case study approach and qualitative data collection methods were used to

      explore the teachers' views of technology and technology education and how the support materials influenced these perceptions and practices. One to one, semistructured

      interviews 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 new

      subject into primary education in PNG in 1994. However, no formal professional

      development was provided for helping the primary teachers implement technology

      education. Instead, curriculum materials were developed and distributed to teachers in

      2005 as a support for their technology teaching.

      This thesis supports the idea that teachers need support to help them learn. It is also

      argues that teachers' beliefs about subject areas, teaching, their students, and

      curriculum materials influence how they interact with these support materials. The

      findings 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 technological

      practices when they began to use the support materials. Changes included the views of

      technology as more than modern artefacts to include traditional technology, that

      technology was more than just practical. It also has a knowledge base. However, not

      all aspects of technology as advocated in the support materials have been taken up by

      these teachers. Problem-solving and design aspects have received marginal attention.

      Other factors were at play including subject subcultures, subject backgrounds, past

      hands-on experiences and ownership of personal technological artefacts. To be even

      more effective technology teachers, it is advocated that teacher professional

      development is required for Papua New Guinean primary teachers to implement the

      technology successfully.
      Date
      2008
      Type
      Thesis
      Degree Name
      Master of Education (MEd)
      Publisher
      The University of Waikato
      Rights
      All items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
      Collections
      • Masters Degree Theses [2381]
      Show full item record  

      Usage

      Downloads, last 12 months
      47
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement