Abstract
In 1999 Technology in the New Zealand Curriculum became mandatory. It was developed over a period of approximately four years from conception to publication, with wide consultation. It was first published in October 1995. During the three years between publication and gazetting many teachers were involved in professional development. During this time it became obvious that there was confusion amongst teachers about the meaning of `authenticity' in relation to technology programmes. Do technological problems need to be authentic to the students themselves or to the nature of technological practice? Many learning theories have informed the development of this document. Those selected here indicate quite clearly the meaning and context of authenticity with regard to technology education. By involving our students in activity that is authentic to technological practice or real world technology, teachers are able to provide stimulating and relevant learning for students. This was also the indication in recent communication from the Ministry of Education in New Zealand during the 1999 Technology Education New Zealand (TENZ) conference.
By giving academic value to technology and developing our teachers in the fields of technological practice we hope our students will influence the economic status of our country in the future.
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Turnbull, W. The Place of Authenticity in Technology in the New Zealand Curriculum. International Journal of Technology and Design Education 12, 23–40 (2002). https://doi.org/10.1023/A:1013056129283
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DOI: https://doi.org/10.1023/A:1013056129283