Skip to main content
SpringerLink
Log in

The Development of a National Curriculum in Technology for New Zealand

  • Published:
International Journal of Technology and Design Education Aims and scope Submit manuscript

Abstract

New Zealand under went major curriculum reforms in the early 1990's. These reforms were determined by the New Zealand Curriculum Framework which provides an overarching framework for the development of curricula in New Zealand and which defines seven broad essential learning areas rather than subject areas. Technology is important and should be part of the education of all students. Six grounds for developing technology education were given, namely: economic, pedagogic, motivational, cultural, environmental, and personal. This paper reports on the development of a technology curriculum in schools. The philosophy of the curriculum will be discussed, particularly crucial aspects such as inclusiveness. The way in which the technology curriculum has attempted to meet the needs of a New Zealand technological society will be examined. The general aims of technology education in Technology in the New Zealand Curriculum are to develop: technological knowledge and understanding; an understanding and awareness of the interrelationship between technology and society; technological capability. The development of seven technological areas for all students will be highlighted. This paper will discuss in detail the development of the national technology education policy and the way in which the curriculum was developed. The last section of the paper will consider issues related to teacher development programmes and areas of future research.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

REFERENCES

  • Brown, J., Collins, A. & Duguid, P.: 1989, ‘Situated Cognition and the Culture of Learning’, Educational Researcher 18(1), 32–42.

    Google Scholar 

  • Burns, J.: 1992, ‘Technology–What Is It, and What Do Our Students Think of It?’, The NZ Principal 6(3), 22–25.

    Google Scholar 

  • Compton, V. & Jones, A.: 1998, ‘Reflecting on Teacher Development in Technology Education: Implications for Future Programmes’, International Journal of Technology and Design Education 8(2), 151–166.

    Article  Google Scholar 

  • Department of Education: 1987, The Curriculum Review. Report of the Committee to Review the Curriculum for Schools,Government Printer, Wellington.

    Google Scholar 

  • Department of Education: 1988, Draft National Curriculum Statement: A Discussion Document for Primary and Secondary Schools, Department of Education, Wellington.

    Google Scholar 

  • Fleming, R.: 1989, ‘Literacy for a Technology Age’, Science Education 73(4), 391–404.

    Google Scholar 

  • Gilbert, J.: 1994, ‘The Construction and Reconstruction of the Concept of the Reflective Practitioner in the Discourses of Teacher Professional Development’, International Journal of Science Education 16(5), 511–522.

    Google Scholar 

  • France, B.: 1997, Realising the Technology Curriculum: Professional Development in Biotechnology Education,University of Waikato, Unpublished PhD thesis.

  • Johnson, S.: 1992, ‘A Framework for Technology Education Curricula Which Emphasises Intellectual Processes’, Journal of Technology Education 3(2).

  • Jones, A.: 1997, ‘Recent Research in Student Learning of Technological Concepts and Processes’, International Journal of Technology and Design Education 7(1-2), 83–96.

    Article  Google Scholar 

  • Jones, A. & Carr, M.: 1992, ‘Teachers' Perceptions of Technology Education-Implications for Curriculum Innovation’, Research in Science Education 22, 230–239.

    Google Scholar 

  • Jones, A. & Carr, M.: 1993a, Towards Technology Education, Vol 1, Centre for Science and Mathematics Education Research, University of Waikato, Hamilton.

    Google Scholar 

  • Jones, A., & Carr, M.: 1993b, Student technological capability, Vol 2,Centre for Science and Mathematics Education Research, University of Waikato, Hamilton.

    Google Scholar 

  • Jones, A. & Compton, V.: 1998, ‘Towards A Model for Teacher Development in Technology Education: From Research to Practice’, International Journal of Technology and Design Education 8(1), 51–65.

    Article  Google Scholar 

  • Jones, A., Mather, V. & Carr, M.: 1995, Issues in the Practice of Technology Education, Vol 3, Centre for Science and Mathematics Education Research, University of Waikato.

  • Jones, A. & Moreland, J.: 1998, Assessment in Technology Education: Developing an Initial Framework for Research,Paper Presented to ASERA '98 Darwin, July 9-12.

  • Kimbell, R., Stables, K., Wheeler, T., Wosniak, A. & Kelly, V.: 1991, The Assessment of Performance in Design and Technology,London HMSO.

    Google Scholar 

  • Kline, R.: 1987, ‘Science and Engineering Theory in the Invention and Development of the Induction Motor, 1880-1900’, Technology and Culture 28(2), 283–313.

    Google Scholar 

  • Layton, D.: 1993, Technology's Challenge to Science Education, Open University Press, Buckingham.

    Google Scholar 

  • McCormick, R.: 1992, ‘The Evolution of Current Practice in Technology Education’, in R. McCormick, P. Murphy & M. Harrison (eds.), Teaching and Learning Technology,Open University Press, Milton Keynes.

    Google Scholar 

  • McCulloch, G., Jenkins, E. & Layton, D.: 1985, Technological Revolution? The Politics of School Science and Technology in England and Wales Since 1945, Falmer Press, Lewes.

    Google Scholar 

  • McGee, C.: 1997, Teachers and Curriculum Decision-Making, Dunmore Press, Palmerston North.

    Google Scholar 

  • McGee, C., Jones, A., Bishop, R., Cowie, B., Hill, M., Miller, T., Harlow, A., Oliver, D., Tiakiwai, S. & McKenzie, K.: 2001, Teachers' Eexperiences in Curriculum Implementation: General Curriculum, Mathematics and Technology (Draft),Report to Ministry of Education, University of Waikato, Hamilton.

  • McGinn, R.: 1978, ‘What is Technology’, in P. Durbin (ed.), Research in Philosophy and Technology, Vol 1, JAI Press, Greenwich, Connecticut.

    Google Scholar 

  • McKenzie, D.: 1992, ‘The Technical Curriculum: Second Class Knowledge’, in G. McCulloch (ed.), The School Curriculum in New Zealand: History, Theory, Policy and Practice,Dunmore Press, Palmerston North.

    Google Scholar 

  • Medway, P.: 1989, ‘Issues in the Theory and Practice of Technology Education’, Studies in Science Education 16, 1–24.

    Google Scholar 

  • Medway, P.: 1992, ‘Constructions of Technology: Reflections on a New Subject’, in J. Beynon & H. Mackay (ed.), Technological Literacy and the Curriculum, Falmer Press, Lewes.

    Google Scholar 

  • Ministry of Education: 1991, ‘The Achievement Initiative’, Education Gazette 70(7), 1–2, 16 April.

    Google Scholar 

  • Ministry of Education: 1993a, New Zealand Curriculum Framework,Learning Media, Wellington.

    Google Scholar 

  • Ministry of Education: 1993b, Technology in the New Zealand Curriculum (Draft),Learning Media, Wellington.

    Google Scholar 

  • Ministry of Education: 1995, Technology in the New Zealand Curriculum,Learning Media, Wellington.

    Google Scholar 

  • Ministry of Research, Science and Technology: 1992, Charting the Course: The Report of the Ministerial Task Group into Science and Technology Education,Government Printer, Wellington.

    Google Scholar 

  • Moreland, J.: 1998, Technology Education Teacher Development: The Importance of Experiences in Technological Practice,University of Waikato, Unpublished M.Ed Thesis.

  • Moreland, J. & Jones, A.: 2000, ‘Emerging Assessment Practices in an Emergent Curriculum: Implications for Technology’, International Journal of Technology and Design Education 10, 283–305.

    Google Scholar 

  • Pacey, A.: 1983, The Culture of Technology,Basil Blackwell, Oxford.

    Google Scholar 

  • Perkins, D. N. & Salomon, G.: 1989, ‘Are Cognitive Skills Context Bound?’, Educational Researcher 18(1), 16–25.

    Google Scholar 

  • Petrina, S.: 1992, ‘Curriculum Change in Technology Education: A Theoretical Perspective on Personal Relevance Curriculum Designs’, Journal of Technology Education 3(2).

  • Pinch, T., Hughes, T. & Bijker, W.: 1987, The Social Construction of Technological Systems,The MIT Press, London.

    Google Scholar 

  • Resnick, L., Levine, J. & Teasley, S.: 1991, Perspectives on Socially Shared Cognition,American Psychological Association, Washington.

    Google Scholar 

  • Smithers, A. & Robinson, P.: 1992, Technology in the National Curriculum: Getting it Right, The Engineering Council, London.

    Google Scholar 

  • Staudenmaier, J. M.: 1985, Technology's Storytellers: Reweaving the Human Fabric,MIT Press and the Society for the History of Technology, Cambridge, MA and London.

    Google Scholar 

  • Wajcman, J.: 1991, Feminism Confronts Technology,Allen and Unwin, Sydney.

    Google Scholar 

  • Zuga, K.: 1992, ‘Social Reconstruction Curriculum and Technology Education’, Journal of Technology Education 3(2).

Download references

Author information

Authors and Affiliations

  1. Centre for Science and Technology Education Research, University of Waikato, Hamilton, New Zealand

    Alister Jones

Authors
  1. Alister Jones
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Jones, A. The Development of a National Curriculum in Technology for New Zealand. International Journal of Technology and Design Education 13, 83–99 (2003). https://doi.org/10.1023/A:1022355410425

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1023/A:1022355410425

Search

Navigation