Hangarau is under-researched. Research in this field, from historical case studies to exploration of hangarau practice across a range of educational contexts, is needed. We examine the significant gap by outlining the timelines leading up to the third cycle of curriculum design and implementation of the marau hangarau. The dataset is drawn from a larger project consisting of interviews with tuakana-curriculum designers (Lemon, 2019) and document analysis of material sourced through requests for official information (Ministry of Education, 1999-2003, 1999-2008, 2003-2012, 2007-2009).Hangarau needs to be researched. As a decolonising curriculum, coming from a Māori foundation of thinking and being, it connects future, past and present in a holistic approach to technological practice. Research will inform the next generation of curriculum designers, and strengthen sector understandings of hangarau. This will be reflected in classroom practice, with better uptake and engagement in hangarau–building on our past achievements. How can we plan ahead if we do not know what has been done? We need to value the work done by those who have toiled to develop a new way of learning for our tamariki mokopuna.He marautanga reo Māori tÄ“nei mÄ ngÄ kura reo MÄori. NÅ reira, he tika te whakaputa whakaaro, te rangahau māna ki te reo rangatira. Heoi anÅ, ko tÅ mÄtou hiahia kia tukuna atu tÄ“nei kÅrero ki te tokomaha, nÄ reira te whakamahi i Ä“tahi kupu Māori torutoru noa iho i tÄ“nei wÄ. Hei tÅna wÄ, ka rere pai te reo rangatira ki konei, ki Aotearoa nei, tae atu ki ngÄ tÅpito o te ao. We incorporate te reo MÄori in writing about a MÄori language curriculum taught in classrooms through the medium of the MÄori language. There is a glossary at the end of the article for those readers who do not speak te reo Māori.
Hangarau的研究不足。这一领域的研究，从历史案例研究到跨越一系列教育背景的hangarau实践探索，都是必要的。我们通过概述导致marau hangarau课程设计和实施的第三个周期的时间表来检查重大差距。该数据集来自一个更大的项目，包括对tuakana课程设计师的访谈(Lemon, 2019)和对官方信息请求来源的材料的文档分析(教育部，1999-2003年，1999-2008年，2003-2012年，2007-2009年)。Hangarau需要被研究。作为一门非殖民化的课程，它来自Māori思想和存在的基础，它以一种整体的方法将未来、过去和现在联系起来，以实现技术实践。研究将为下一代课程设计者提供信息，并加强业界对hangarau的理解。这将反映在课堂实践中，在我们过去成就的基础上，更好地吸收和参与机库管理。如果我们不知道已经做了什么，我们怎么能提前计划呢?我们需要重视那些努力为我们的tamariki mokopuna开发一种新的学习方法的人所做的工作。他的marautanga reo Māori tÄ " nei mÄ " ngÄ " kura reo MÄ " ori。NÅ @ reira，就像whakaputa @ whakaaro, rangahau @ mha @ reo @ rangatira。马Heoi安娜,ko tAhiahia金银铜起亚tukuna前提助教”nei kArero ki te tokomaha, nAreira te whakamahi我“tahi kupu Māori torutoru诺亚日后我助教”nei。嘿，tÅ ? ? na wÄ ? ?，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，ngÄ ? ? tÅ ?Â我们结合了MÄ ' ori语言，通过MÄ ' ori语言在课堂上教授MÄ ' ori语言课程。在文章末尾有一个词汇表，供不懂英语的读者参考Māori。
{"title":"The marau Hangarau (Māori-medium Technology curriculum): Why there isn't much research but why there should be!","authors":"R. Lemon, K. Lee, Hēmi Dale","doi":"10.15663/AJTE.V0I0.71","DOIUrl":"https://doi.org/10.15663/AJTE.V0I0.71","url":null,"abstract":"Hangarau is under-researched. Research in this field, from historical case studies to exploration of hangarau practice across a range of educational contexts, is needed. We examine the significant gap by outlining the timelines leading up to the third cycle of curriculum design and implementation of the marau hangarau. The dataset is drawn from a larger project consisting of interviews with tuakana-curriculum designers (Lemon, 2019) and document analysis of material sourced through requests for official information (Ministry of Education, 1999-2003, 1999-2008, 2003-2012, 2007-2009).Hangarau needs to be researched. As a decolonising curriculum, coming from a Māori foundation of thinking and being, it connects future, past and present in a holistic approach to technological practice. Research will inform the next generation of curriculum designers, and strengthen sector understandings of hangarau. This will be reflected in classroom practice, with better uptake and engagement in hangarau–building on our past achievements. How can we plan ahead if we do not know what has been done? We need to value the work done by those who have toiled to develop a new way of learning for our tamariki mokopuna.He marautanga reo Māori tÄ“nei mÄ ngÄ kura reo MÄori. NÅ reira, he tika te whakaputa whakaaro, te rangahau māna ki te reo rangatira. Heoi anÅ, ko tÅ mÄtou hiahia kia tukuna atu tÄ“nei kÅrero ki te tokomaha, nÄ reira te whakamahi i Ä“tahi kupu Māori torutoru noa iho i tÄ“nei wÄ. Hei tÅna wÄ, ka rere pai te reo rangatira ki konei, ki Aotearoa nei, tae atu ki ngÄ tÅpito o te ao. We incorporate te reo MÄori in writing about a MÄori language curriculum taught in classrooms through the medium of the MÄori language. There is a glossary at the end of the article for those readers who do not speak te reo Māori.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114818801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
AbstractIt is widely agreed that project-based learning (PBL) and design-based learning (DBL) are among the best tools that education has for fostering lifelong learning skills such as problem-solving, collaborative work and self-directed learning. In Israeli high schools, every year thousands of students prepare final projects in subjects such as electronics, computer science, mechatronics, and design arts. However, a number of issues have arisen in recent years in implementing PBL or DBL in schools, for example, the students are very loaded in their final year of high school, many students are not prepared enough to work independently on their projects, and there is very little collaboration between students majoring in various technological areas. The present article shows how the Israeli education system is trying to renovate PBL and DBL in technological classes, for example, by deploying the project work over three years of high school (10th, 11th, 12th grades), encouraging interdisciplinary projects and using online documentation of the design process. The factors that facilitate or hinder project work in school are also discussed.
{"title":"Renovating project-based learning in Israel to foster learning STEM, computational thinking and design arts","authors":"Moshe Barak","doi":"10.15663/AJTE.V0I0.69","DOIUrl":"https://doi.org/10.15663/AJTE.V0I0.69","url":null,"abstract":"AbstractIt is widely agreed that project-based learning (PBL) and design-based learning (DBL) are among the best tools that education has for fostering lifelong learning skills such as problem-solving, collaborative work and self-directed learning. In Israeli high schools, every year thousands of students prepare final projects in subjects such as electronics, computer science, mechatronics, and design arts. However, a number of issues have arisen in recent years in implementing PBL or DBL in schools, for example, the students are very loaded in their final year of high school, many students are not prepared enough to work independently on their projects, and there is very little collaboration between students majoring in various technological areas. The present article shows how the Israeli education system is trying to renovate PBL and DBL in technological classes, for example, by deploying the project work over three years of high school (10th, 11th, 12th grades), encouraging interdisciplinary projects and using online documentation of the design process. The factors that facilitate or hinder project work in school are also discussed.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127784197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Food-based education is currently under-represented in schools and this is troubling with the high rate of obesity in New Zealand: nearly 30 percent of adults are listed as obese. This study discusses the results of a series of interviews with specialist food teachers and a case study completed at a Christchurch secondary school revealing limitations on food education delivery. A key issue identified in the research is a lack of time, with limited opportunities for practical cooking lessons revealed. Potential solutions are discussed including the use of Virtual Reality technology and gaming, supporting contemporary teaching and learning methods such as the flipped classroom.
{"title":"Challenges in food-based education: Exploring the potential of solutions using virtual reality technology","authors":"D. Gorman, S. Hoermann, R. Lindeman, B. Shahri","doi":"10.15663/AJTE.V0I0.68","DOIUrl":"https://doi.org/10.15663/AJTE.V0I0.68","url":null,"abstract":"Food-based education is currently under-represented in schools and this is troubling with the high rate of obesity in New Zealand: nearly 30 percent of adults are listed as obese. This study discusses the results of a series of interviews with specialist food teachers and a case study completed at a Christchurch secondary school revealing limitations on food education delivery. A key issue identified in the research is a lack of time, with limited opportunities for practical cooking lessons revealed. Potential solutions are discussed including the use of Virtual Reality technology and gaming, supporting contemporary teaching and learning methods such as the flipped classroom.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123089952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article presents a study that focuses on the MÄtanga’ (MÄori term for expert) perspectives of their leadership in a professional learning and development (PLD) programme in technology education. Funded by the Ministry of Education’s Network of Expertise Initiative, the PLD programme was designed and delivered by Technology Education New Zealand (TENZ), to foster teachers’ engagement with the technology education curriculum. It aimed to develop teachers' specialist identity by focusing on Reinsfield and Williams’ notions of technological and technical thinking, by matching teachers with MÄtanga. The MÄtanga identified various factors affecting the nature of technology education in New Zealand, and had differing understandings and interpretations of technology, which resulted from their professional experiences. They recognised various factors affecting the nature of technology education in New Zealand. Most evident were the tensions in teachers’ curriculum and assessment understanding, and the pressures being placed on practitioners to remain current in their practice.
{"title":"A new approach to professional learning and development for technology teachers in New Zealand: Developing networks of expertise","authors":"Elizabeth Reinsfield, Wendy H. Fox-Turnbull","doi":"10.15663/AJTE.V0I0.67","DOIUrl":"https://doi.org/10.15663/AJTE.V0I0.67","url":null,"abstract":"This article presents a study that focuses on the MÄtanga’ (MÄori term for expert) perspectives of their leadership in a professional learning and development (PLD) programme in technology education. Funded by the Ministry of Education’s Network of Expertise Initiative, the PLD programme was designed and delivered by Technology Education New Zealand (TENZ), to foster teachers’ engagement with the technology education curriculum. It aimed to develop teachers' specialist identity by focusing on Reinsfield and Williams’ notions of technological and technical thinking, by matching teachers with MÄtanga. The MÄtanga identified various factors affecting the nature of technology education in New Zealand, and had differing understandings and interpretations of technology, which resulted from their professional experiences. They recognised various factors affecting the nature of technology education in New Zealand. Most evident were the tensions in teachers’ curriculum and assessment understanding, and the pressures being placed on practitioners to remain current in their practice.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130380725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.25416/EDGEHILL.11627976
Dawne Irving-Bell
Inspired originally by the work of Bruce Sterling, this paper presents narrative accounts from experienced design and technology teachers who were introduced to the notion of “design fiction” during their teacher education programmes. While training to teach as part of their subject study, pre-service teachers were introduced to the concept of design fiction. During their training they were encouraged to embrace the notion and use it as a catalyst to effect innovative pedagogical approaches in their teaching of design and technology. Specifically, to explore the advantages of using this concept as a tool not only on the effectual delivery of design, but in order to support the creation of a high quality conceptual outcome, where learning is concerned with innovation and the development of skill, rather than to produce a fully functional working model or artefact.
{"title":"'Shaping Things': Design Fiction as a catalyst for design in design and technology education","authors":"Dawne Irving-Bell","doi":"10.25416/EDGEHILL.11627976","DOIUrl":"https://doi.org/10.25416/EDGEHILL.11627976","url":null,"abstract":"Inspired originally by the work of Bruce Sterling, this paper presents narrative accounts from experienced design and technology teachers who were introduced to the notion of “design fiction” during their teacher education programmes.\u0000While training to teach as part of their subject study, pre-service teachers were introduced to the concept of design fiction. During their training they were encouraged to embrace the notion and use it as a catalyst to effect innovative pedagogical approaches in their teaching of design and technology. Specifically, to explore the advantages of using this concept as a tool not only on the effectual delivery of design, but in order to support the creation of a high quality conceptual outcome, where learning is concerned with innovation and the development of skill, rather than to produce a fully functional working model or artefact.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130020175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article initially reviews literature that argues for a place for digital technologies in the curriculum. Understanding of and competency in developing digital technologies is becoming an increasingly debated topic around the world. Areas of debate include where and when key components of digital literacy such as computational thinking, computer science, programming, and coding should be learned. This article argues for the inclusion of digital technologies in the curriculum and more specifically within the technology curriculum. A case study of the decision-making process of New Zealand as it moves to include digital technologies into The New Zealand Curriculum in subsequently presented. An account of the processes undertaken by the New Zealand Ministry of Education to include and implement digital technologies in technology education is presented. Finally, it offers a cautionary warning about two potential risks as New Zealand enters the implementation phase of its new digital technologies curriculum.
{"title":"Implementing digital technology in the New Zealand Curriculum","authors":"Wendy H. Fox-Turnbull","doi":"10.15663/AJTE.V5I0.65","DOIUrl":"https://doi.org/10.15663/AJTE.V5I0.65","url":null,"abstract":"This article initially reviews literature that argues for a place for digital technologies in the curriculum. Understanding of and competency in developing digital technologies is becoming an increasingly debated topic around the world. Areas of debate include where and when key components of digital literacy such as computational thinking, computer science, programming, and coding should be learned. This article argues for the inclusion of digital technologies in the curriculum and more specifically within the technology curriculum. A case study of the decision-making process of New Zealand as it moves to include digital technologies into The New Zealand Curriculum in subsequently presented. An account of the processes undertaken by the New Zealand Ministry of Education to include and implement digital technologies in technology education is presented. Finally, it offers a cautionary warning about two potential risks as New Zealand enters the implementation phase of its new digital technologies curriculum.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116036373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The ability to function in a technologically mediated world is a global priority. In New Zealand, there has been a recent curriculum revision, which emphasises the role of Digital Technology, and there is an assumption that this will equate to the use of digital technologies for learning. This change highlights a need for students to develop their digital fluency but also engage with learning that encourages them to become creators of digital outcomes. To enable this process, students need to be encouraged to develop their technological and technical ways of thinking. This article reports on qualitative research to describe how one secondary school teacher enacted digital technology aspects of the technology curriculum. Data were collected through observational and self-report methods. The findings indicate that technological ways of thinking are suited to the enactment of technology education, when situated within authentic, personally meaningful, or problem-based contexts for learning.
{"title":"Integrating digital technologies into the New Zealand curriculum: Future-focused and technological ways of thinking","authors":"Elizabeth Reinsfield","doi":"10.15663/AJTE.V5I0.64","DOIUrl":"https://doi.org/10.15663/AJTE.V5I0.64","url":null,"abstract":"The ability to function in a technologically mediated world is a global priority. In New Zealand, there has been a recent curriculum revision, which emphasises the role of Digital Technology, and there is an assumption that this will equate to the use of digital technologies for learning. This change highlights a need for students to develop their digital fluency but also engage with learning that encourages them to become creators of digital outcomes. To enable this process, students need to be encouraged to develop their technological and technical ways of thinking. This article reports on qualitative research to describe how one secondary school teacher enacted digital technology aspects of the technology curriculum. Data were collected through observational and self-report methods. The findings indicate that technological ways of thinking are suited to the enactment of technology education, when situated within authentic, personally meaningful, or problem-based contexts for learning.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124366256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
New Zealand education is unique because it has had a technology curriculum since the mid-1990's. In response to the way that technology is evolving, however, the curriculum is currently under revision, to be inclusive of a need to develop students' digital literacy. It appears that for some teachers, there are persisting barriers to their enactment of the curriculum, which is likely to inhibit any further transformation in practice. This article reports findings from research, which sought to explore six teachers understandings of technology education, in two New Zealand secondary schools. The research highlighted constraints upon teachers' practice, which will require transformation to support a future-focused curriculum, and students' developing academic and social learning needs.
{"title":"The uncertainty of a future-focused curriculum in New Zealand: The perceptions and practice of six secondary school technology teachers.","authors":"Elizabeth Reinsfield","doi":"10.15663/AJTE.V5I0.54","DOIUrl":"https://doi.org/10.15663/AJTE.V5I0.54","url":null,"abstract":"New Zealand education is unique because it has had a technology curriculum since the mid-1990's. In response to the way that technology is evolving, however, the curriculum is currently under revision, to be inclusive of a need to develop students' digital literacy. It appears that for some teachers, there are persisting barriers to their enactment of the curriculum, which is likely to inhibit any further transformation in practice. This article reports findings from research, which sought to explore six teachers understandings of technology education, in two New Zealand secondary schools. The research highlighted constraints upon teachers' practice, which will require transformation to support a future-focused curriculum, and students' developing academic and social learning needs.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"434 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116543848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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