Show simple item record  

dc.contributor.authorHagunama, Eronen_NZ
dc.date.accessioned2008-03-27T11:15:26Z
dc.date.available2008-08-01T11:22:18Z
dc.date.issued2008en_NZ
dc.identifier.citationHagunama, 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/10289/2274en
dc.identifier.urihttps://hdl.handle.net/10289/2274
dc.description.abstractThis 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.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherThe University of Waikatoen_NZ
dc.rightsAll items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
dc.subjectPapua New Guineaen_NZ
dc.subjectprimary school technology teachersen_NZ
dc.subjectprofessional development and support materialsen_NZ
dc.subjectperceptions and practices of teachingen_NZ
dc.titlePapua New Guinea Primary School Technology Teachers: The Impacts of Support Materials on Their Perceptions and Practicesen_NZ
dc.typeThesisen_NZ
thesis.degree.disciplineEducationen_NZ
thesis.degree.grantorUniversity of Waikatoen_NZ
thesis.degree.levelMasters
thesis.degree.nameMaster of Education (MEd)en_NZ
uow.date.accession2008-03-27T11:15:26Zen_NZ
uow.date.available2008-08-01T11:22:18Zen_NZ
uow.identifier.adthttp://adt.waikato.ac.nz/public/adt-uow20080327.111526en_NZ
uow.date.migrated2009-06-09T23:29:34Zen_NZ
pubs.place-of-publicationHamilton, New Zealanden_NZ


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record