Article | PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012 | Aspiring to be the Best: The impact of research on the teaching of technology

Title:
Aspiring to be the Best: The impact of research on the teaching of technology
Author:
Moira Patterson: The University of Auckland, New Zealand Jude Black: The University of Auckland, New Zealand Vicki Compton: The University of Auckland, New Zealand Ange Compton: The University of Auckland, New Zealand
Download:
Full text (pdf)
Year:
2012
Conference:
PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012
Issue:
073
Article no.:
045
Pages:
382-390
No. of pages:
9
Publication type:
Abstract and Fulltext
Published:
2012-06-18
ISBN:
978-91-7519-849-1
Series:
Linköping Electronic Conference Proceedings
ISSN (print):
1650-3686
ISSN (online):
1650-3740
Publisher:
Linköping University Electronic Press; Linköpings universitet


In this paper we report on our experience of working collaboratively as part of the Technological Literacy: Implications for teaching and learning national research project in New Zealand. Moira is the researcher ’on the ground’ in the Auckland/Northland region and Jude is the principal of an urban full primary school (year 1-8 or age 5-12) participating in the research project.

Jude responded positively to the initial invitation in 2010 to be a part of this research; with a clear statement of intent that she wanted her school to be ’the best technology primary school in New Zealand’. Realising the challenge in this; Moira and Jude have worked with a core group of staff to develop their subject matter knowledge (SMK) and pedagogical content knowledge (PCK).

The key focus of this paper is on the shifting of teacher understanding related to technology subject knowledge as outlined in the New Zealand Curriculum (Ministry of Education; 2007) and the subsequent development of PCK. The impact of these shifts on the delivery and impact of technology programmes to date are also discussed in terms of student learning.

Keywords: Subject Matter Knowledge (SMK); Pedagogical Content Knowledge (PCK); Professional Development; primary technology teaching and learning programmes

PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012

Author:
Moira Patterson, Jude Black, Vicki Compton, Ange Compton
Title:
Aspiring to be the Best: The impact of research on the teaching of technology
References:

Alexander; P. A. (2003). The development of expertise: The journey from acclimation to proficiency. Educational Researcher; 32(8); 10-14.


Compton; V.J. (2010). Explanatory Papers. Part of the Curriculum Support Package. Retrieved from http://techlink.org.nz/curriculum-support/papers/index.htm


Compton; V.J.; & Compton; A. (2010) Summary of Final Report from the Technological knowledge and the nature of technology: Implications for teaching and learning research. Part of the Curriculum Support Package. Retrieved from http://www.techlink.org.nz/ curriculum-support/TKNOT-Imps/index.htm.


Compton; V; J.; & Compton. A. (2011) Progression in the knowledge and philosophy of technology. In de Vries; M. (Ed.) Positioning technology education in the curriculum. International technology education studies (pp 191-216). Sense Publishers: The Netherlands.


Compton; V.J. Compton; A.; & Patterson; M. (2011). Exploring the transformational potential of technological literacy. In proceedings from the joint 25th Pupils Attitude to Technology (PATT 25) and 8th Centre for Research in Primary Technology (CRIPT 8) conference (pp 128-136). London.


Compton; V.J. & Harwood; C.D. (2005) Progression in technology education in New Zealand: Components of practice as a way forward. International Journal of Design and Technology Education; 15(3); 253-287.


Compton; V.J. & Harwood; C. (2007) Technology programme design; discussion ideas for future development. Retrieved from: http://www.techlink.org.nz/curriculum-support/ programme-design/index.htm.


Compton; V. & Jones; A. (1998). Reflecting on teacher development in technology education: Implications for future programmes. International Journal of Technology and Design Education; 8(2); 151–166.


Jones; A.; & Moreland; J. (2004). Enhancing practicing primary school teachers’ pedagogical content knowledge in technology. International Journal of Technology and Design Education; 14(2); 121–140.


Farquhar; S. (2003). Quality teaching early foundations: Best evidence synthesis [BES]. Learning Media: Wellington.


Ginns; I.; Norton; S.; McRobbie; C. & Davies; R. (2007). Can twenty years of technology education assist ‘grass roots’ syllabus implementation? International Journal of Technology and Design Education; 17(2); 197–215.


McRobbie; C.; Ginns; I.; & Stein; S. (2000). Preservice primary teachers’ thinking about technology and technology education. International Journal of Technology and Design Education; 10(1); 81–101.


Ministry of Education; (1995) Technology in the New Zealand Curriculum. Learning Media: Wellington


Ministry of Education; (2007) New Zealand Curriculum. Learning Media: Wellington


Timperley; H.; Wilson; A.; Barrar; H.; & Fung; I. (2007). Teacher professional learning and development: Best evidence synthesis iteration [BES]. Learning Media: Wellington.


Rohaan; E. (2009) Testing teacher knowledge for technology in primary schools. Published doctoral thesis. Eindhoven University of Technology; The Netherlands.


Rohaan; E.; Taconis; R.; & Jochems; Wim M.G. (2010) Reviewing the relations between teachers’ knowledge and pupils’ attitude in the field of primary technology education. International Journal of Technology and Design Education; 20(1); 15-26.

PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012

Author:
Moira Patterson, Jude Black, Vicki Compton, Ange Compton
Title:
Aspiring to be the Best: The impact of research on the teaching of technology
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