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Authentic Program Planning in Technology Education

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Abstract

This paper reports on the needs identified by three teachers during an investigation into their first experiences of implementing technology in their primary classrooms. One part of one teacher's case is presented in detail to illustrate that the meanings the teachers made of their experiences were related very closely to their beliefs about teaching and learning, to their understanding of technology as a phenomenon and to the place they saw technology having within the whole curriculum. One particular outcome of the investigation was that the teachers experienced a lack of knowledge of the scope and breadth of the technology learning area, and as a consequence, faced challenges in planning for the successful implementation of activities. In response to this particular need and to the many issues emanating from current research literature in technology education, the paper then presents two models for conceptualizing and planning units of work in technology in primary classrooms. The models form frameworks that may be useful to help structure thinking for authentic classroom planning and sequencing of lessons or learning experiences.

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Authors and Affiliations

  1. Teaching and Educational Development Institute (TEDI), University of Queensland, St. Lucia, QLD 4072, Australia

    Sarah J. Stein

  2. Queensland University of Technology, Victoria Park Road, Kelvin Grove, QLD 4059, Australia

    Campbell J. McRobbie & Ian S. Ginns

Authors
  1. Sarah J. Stein
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  2. Campbell J. McRobbie
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  3. Ian S. Ginns
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Stein, S.J., McRobbie, C.J. & Ginns, I.S. Authentic Program Planning in Technology Education. International Journal of Technology and Design Education 11, 239–261 (2001). https://doi.org/10.1023/A:1011252719407

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