title: Exploring the dual approaches to technology education in NZ secondary schools

authors: Bowskill, Nicholas

subjects: vocational and general technology education

abstract: NZ secondary schools are able to offer their senior students either industry-based vocational technology education programmes or NZ Curriculum-based general technology education programmes. Each of these approaches is designed to teach knowledge and skills that will help students to successfully transition into the workplace. Through conducting five case studies of recent secondary school vocational and general technology education graduates this research presents data around the perceptions the five students have of their technology education. It focuses on what knowledge and skills were valued by those students, and which pedagogical approaches engaged them.
The research indicated that contextualising learning within a practical project, whether it is a component of vocational technology education or general technology education, seems to engage students more deeply and make learning more meaningful.

text: Exploring the dual approaches to technology education in NZ secondary schools NZ secondary schools are able to offer their senior students either industry-based vocational technology education programmes or NZ Curriculum-based general technology education programmes. Each of these approaches is designed to teach knowledge and skills that will help students to successfully transition into the workplace. Through conducting five case studies of recent secondary school vocational and general technology education graduates this research presents data around the perceptions the five students have of their technology education. It focuses on what knowledge and skills were valued by those students, and which pedagogical approaches engaged them.
The research indicated that contextualising learning within a practical project, whether it is a component of vocational technology education or general technology education, seems to engage students more deeply and make learning more meaningful.

year: 2013

title: Emerging assessment practices in an emergent curriculum: implications for technology

authors: Moreland, Judy

subjects: conceptual and procedural aspect

abstract: This paper reports on detailed case studies into emerging assessment practices in technology in two New Zealand primary schools (Years 1–6) with nine teachers. This research is part of the two year Research in Assessment of Primary Technology (RAPT) project and formed the basis for the one year New Zealand Ministry of Education funded Learning in Technology Education (Assessment) project.
Emerging classroom assessment practices in technology, a new subject area in the national curriculum, are discussed. It was found that the existing subcultures in schools, teachers' subject expertise and the school wide policies impacted on the teachers' assessment practices. Assessment was often seen in terms of social and managerial aspects such as team work, turn taking and information skills, rather than procedural and conceptual aspects. Therefore teachers' formative interactions with students distorted the learning away from procedural and conceptual aspects of the subject, and the learning and the formative assessment interactions focused on generic skills rather than student technological understanding.
The importance of developing teacher expertise in three dimensions of knowledge about the subject, knowledge in the subject and general pedagogical knowledge is highlighted. Thus the findings from this research have implications for thinking about teaching, learning and assessment in technology.

text: Emerging assessment practices in an emergent curriculum: implications for technology This paper reports on detailed case studies into emerging assessment practices in technology in two New Zealand primary schools (Years 1–6) with nine teachers. This research is part of the two year Research in Assessment of Primary Technology (RAPT) project and formed the basis for the one year New Zealand Ministry of Education funded Learning in Technology Education (Assessment) project.
Emerging classroom assessment practices in technology, a new subject area in the national curriculum, are discussed. It was found that the existing subcultures in schools, teachers' subject expertise and the school wide policies impacted on the teachers' assessment practices. Assessment was often seen in terms of social and managerial aspects such as team work, turn taking and information skills, rather than procedural and conceptual aspects. Therefore teachers' formative interactions with students distorted the learning away from procedural and conceptual aspects of the subject, and the learning and the formative assessment interactions focused on generic skills rather than student technological understanding.
The importance of developing teacher expertise in three dimensions of knowledge about the subject, knowledge in the subject and general pedagogical knowledge is highlighted. Thus the findings from this research have implications for thinking about teaching, learning and assessment in technology.

year: 2000

title: Te Whare o Te Kahikatoa: He Kura nui, he Kura roa, he Kura Parawhakawai

authors: Rangihau, Ngatai

subjects: Kahikatoa

abstract: “Te Whare o te Kahikatoa,
Te Iho o te Maire,
Te Pōkaitāniwhaniwha o te Kohu”
(TKPOT, 2010-2016).¹

Ka hoki nei kia Te Maunga rāua ko Hinepukohurangi, ki te taetanga mai hoki o Mataatua waka², ko ngā kura o tawhito, kura wānanga, kura parawhakawai o te iwi o Tūhoe ngā tino whare whakapakari pōkaitāniwhaniwha mō roto i te whare o te kahikatoa. Īnā te rahi o ngā toataumatarau i puta ngā ihu, ka tū rātau hai toa rangatira ārahi i te iwi. Ki te kore ēneki kura o te nehenehe kāre he oranga, kāre e eke te iwi ngā whakairinga tūmanako e wawatatia ana e rātau.
 
Waihoki, ko te kaupapa e rangahau ana i tēnei tuhinga he whakapono, he whakapae, kai konei tonu tēnei hua o te wānanga. He kura hai whakapakari rangatira mō āpōpō. Ahakoa tēnei ao hurihuri koinei tonu tētahi huarahi nā te Māori, nā Tūhoe hai whakaohooho mā ngā uri whakaheke, e mau pū ai a Ngāi Tūhoe ki ōna kura tapu o nehe.

text: Te Whare o Te Kahikatoa: He Kura nui, he Kura roa, he Kura Parawhakawai “Te Whare o te Kahikatoa,
Te Iho o te Maire,
Te Pōkaitāniwhaniwha o te Kohu”
(TKPOT, 2010-2016).¹

Ka hoki nei kia Te Maunga rāua ko Hinepukohurangi, ki te taetanga mai hoki o Mataatua waka², ko ngā kura o tawhito, kura wānanga, kura parawhakawai o te iwi o Tūhoe ngā tino whare whakapakari pōkaitāniwhaniwha mō roto i te whare o te kahikatoa. Īnā te rahi o ngā toataumatarau i puta ngā ihu, ka tū rātau hai toa rangatira ārahi i te iwi. Ki te kore ēneki kura o te nehenehe kāre he oranga, kāre e eke te iwi ngā whakairinga tūmanako e wawatatia ana e rātau.
 
Waihoki, ko te kaupapa e rangahau ana i tēnei tuhinga he whakapono, he whakapae, kai konei tonu tēnei hua o te wānanga. He kura hai whakapakari rangatira mō āpōpō. Ahakoa tēnei ao hurihuri koinei tonu tētahi huarahi nā te Māori, nā Tūhoe hai whakaohooho mā ngā uri whakaheke, e mau pū ai a Ngāi Tūhoe ki ōna kura tapu o nehe.

year: 2017