The New Zealand Technology Education Curriculum: A Critical Analysis of Theoretical Contributions | Zendy

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The New Zealand Technology Education Curriculum: A Critical Analysis of Theoretical Contributions

Author(s) -

Wendy FoxTurnbull

Publication year - 2000

Publication title -

citizenship social and economics education

Language(s) - English

Resource type - Journals

eISSN - 2047-1734

pISSN - 1478-8047

DOI - 10.2304/csee.2000.4.2.83

Subject(s) - curriculum , variety (cybernetics) , curriculum theory , curriculum development , curriculum mapping , emergent curriculum , engineering ethics , process (computing) , statement (logic) , pedagogy , professional development , sociology , mathematics education , political science , engineering , psychology , computer science , artificial intelligence , law , operating system

Technology education was formally introduced into the New Zealand Curriculum Framework in 1993. In 1995, the curriculum document Technology in the New Zealand Curriculum was published, becoming compulsory in schools from Year 1 to 13 in 1999. The development of the curriculum was preceded by the development of a definition and rationale for technology education. The whole curriculum development process involved consultation with many people from a variety of fields. Many learning theories informed the development of the document and these are clearly evident in the philosophy of the curriculum statement and its implementation in the classroom. As with the implementation of anything new, issues have arisen. The nature of authenticity in technology education and the associated implications for the professional development of teachers are issues that need to be addressed.

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