New Zealand Teachers' Experiences in Implementing the Technology Curriculum

  • Alister Jones
  • Ann Harlow
  • Bronwen Cowie
Article

DOI: 10.1023/B:ITDE.0000026549.08795.9e

Cite this article as:
Jones, A., Harlow, A. & Cowie, B. International Journal of Technology and Design Education (2004) 14: 101. doi:10.1023/B:ITDE.0000026549.08795.9e

Abstract

This paper describes the results of a national study to investigate teachers' experiences in the implementation of the technology curriculum in New Zealand schools from years 1–13. This investigation of the implementation of the technology curriculum is part of a larger study being undertaken nationally in all curriculum areas (National Schools Sampling Study) to explore how effective the curriculum is in practice and how the results can inform future developments. National focus groups, questionnaires and case studies are used to explore how the curriculum is being implemented. The questionnaires were distributed to over 10% of New Zealand schools. The key findings indicate that most primary school teachers are aiming for curriculum coverage, have moderate levels of confidence but are concerned about curriculum overcrowding. Years 7 and 8 teachers are mainly concerned about assessment, whereas secondary school teachers are constrained by existing structures in schools.

curriculum implementation national curriculum teacher experiences 

Copyright information

© Kluwer Academic Publishers 2004

Authors and Affiliations

  • Alister Jones
    • 1
  • Ann Harlow
    • 1
  • Bronwen Cowie
    • 1
  1. 1.Centre for Science and Technology Education ResearchUniversity of WaikatoHamiltonNew Zealand

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