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Taking part in the dance: technology teachers interacting with communities of practice

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Abstract

This research investigated how secondary school technology teachers planned and implemented units that enabled students to access authentic technological practice through their contact with a community of practice (CoP). It was found that when teachers plan to access a community of practice for their students a complex dance-style relationship develops between the three parties involved. Unplanned interactions can have a significant effect on the planned teaching unit. If teachers are reflexive to the demands of the student and the CoP representative, there is the potential for the development of teaching programmes with technological outcomes that reflect authentic technological practice.

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Notes

  1. NCEA: National Certificate of Educational Achievement. The system of secondary school qualification for students aged 15–18 in New Zealand schools.

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Authors and Affiliations

  1. Epsom Girls Grammar School, Auckland, New Zealand

    Wendy Slatter

  2. University of Auckland, Auckland, New Zealand

    Bev France

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  1. Wendy Slatter
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  2. Bev France
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Correspondence to Wendy Slatter.

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Slatter, W., France, B. Taking part in the dance: technology teachers interacting with communities of practice. Int J Technol Des Educ 21, 217–233 (2011). https://doi.org/10.1007/s10798-010-9115-7

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  • DOI: https://doi.org/10.1007/s10798-010-9115-7

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