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The study investigated students‟ and teachers‟ perceptions towards technology and technology education with the ultimate aim of developing their beliefs and practices suitable for teaching and learning broad-based technology education and to inform future policy framework for restructuring the curriculum. Research leading to the development of technology as a school curriculum shows emphasis on the importance of students developing technological literacy essential for living in a technologically mediated society but little is known about developments related to teaching and learning technology in Malawi schools. Malawi‟s Vision 2020, the Science and Technology Policy for Malawi and the Malawi Growth and Development Strategy 2006 – 2011 stipulated the need for schooling in Malawi to help students attain technological literacy as it was seen as instrumental for economic growth and development. Attempts were undertaken to include science and technology and also craft, design and technology as learning areas, but among a myriad of factors, teachers lacked theoretical, philosophical and pedagogical underpinnings of the subjects. The existing curriculum also has little scope for developing student technological knowledge and capabilities which would enable them to understand, create, control and manipulate technology. The need now is to establish technology education as a more comprehensive curriculum area than that promulgated in the technical curriculum. This study therefore provided teachers with an opportunity to broaden their understanding of the nature of technology and technology education critical for their meaningful conceptualisation of teaching and learning technology. The focus of the study was to explore influences of, expand the teachers‟ and students‟ ideas about technology and technology education and also to enhance teaching practices. In order to capture a more holistic understanding of such influences, an interpretive research methodology was adopted and the teachers were involved in in-depth, one-on-one and semi-structured interviews, group discussions and classroom observations before and after professional development workshops. This helped to collectively construct the social reality surrounding the teachers‟ existing beliefs and teaching practices and how to change those practices and beliefs. The study was situated in a socio-cultural

waikato journal of education

An investigation of the development of students’ and teachers’ perceptions towards technology: A framework for reconstructing technology education in Malawi