The situation in the senior secondary school has changed significantly in the last few decades from its traditional position where specialist teachers adopt a content-centred approach in order to develop mini mes that continue their legacies. What are these changes? Bolstad and Gilbert (2008) identify a number of factors including: increased retention rates; expansion of the tertiary sector; changes to qualifications and assessment systems; emphasis on student ’pathways’ and transitions from school; and the Knowledge Society and twenty-first century learning.
Passionate and professionally aware educators have begun to acknowledge the changes required and are investigating creative solutions to ensure their students are well-grounded in relevant and meaningful learning pursuits. I have identified a local teacher (John) who has this year gained school administration approval to promote an innovative course for senior students in the field of Technology. I have chosen this innovation as the theme for my doctoral study and introduce the initiative and my approach in this paper.
Keywords: Key competencies; learning dispositions; technology education; twenty-first century learning; values
PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012
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