title: Contributions to technology education through funds of knowledge

authors: Fox-Turnbull, Wendy

subjects: technology education

abstract: The value and place of cultural knowledge, particularly that of minority groups, is frequently overlooked in school settings. However, when teachers are aware of students’ backgrounds, and cultural practices, the likelihood of students making use of this knowledge increases. This article reports on a study that explored the contribution of students’ Funds of Knowledge in undertaking technological activity. It explores the Funds of Knowledge deployed in technological practice and the role these played when students collaboratively developed their technological outcomes.


Set in a primary school with six and ten year old students, this study revealed that students deployed home and community knowledge when developing technological outcomes. The article introduces two sub-categories of Funds of Knowledge and compares the use of Funds of Knowledge between the two year levels and across a unit of work.


This study highlights the use of Funds of Knowledge in technology education and examines aspects within Funds of Knowledge that are applicable to it.

text: Contributions to technology education through funds of knowledge The value and place of cultural knowledge, particularly that of minority groups, is frequently overlooked in school settings. However, when teachers are aware of students’ backgrounds, and cultural practices, the likelihood of students making use of this knowledge increases. This article reports on a study that explored the contribution of students’ Funds of Knowledge in undertaking technological activity. It explores the Funds of Knowledge deployed in technological practice and the role these played when students collaboratively developed their technological outcomes.


Set in a primary school with six and ten year old students, this study revealed that students deployed home and community knowledge when developing technological outcomes. The article introduces two sub-categories of Funds of Knowledge and compares the use of Funds of Knowledge between the two year levels and across a unit of work.


This study highlights the use of Funds of Knowledge in technology education and examines aspects within Funds of Knowledge that are applicable to it.

year: 2015

title: Establishing the "new" into "the way we do things": Reviewing paper aims and content in response to national and local developments.

authors: Earl Rinehart, (Suzanne) Kerry

subjects: initial teacher education

abstract: This paper reports on a review of "Professional practice and inquiry I" in response to local and national developments. The introduction of The New Zealand Curriculum (Ministry of Education, 2007) raised questions for initial teacher educators about how they might prepare their pre-service student teachers to teach using this updated curriculum. "Professional practice and inquiry I" is a first semester compulsory professional paper University of Waikato Bachelor of Teaching students (primary). The introduction of the 2007 national curriculum document was not the only reason for a review of this professional paper. This paper outlines how the teaching team had recognized the mixture of influences that impact on the development of paper content, explains in some detail what we did for the teaching and learning of the new 2007 key competencies, and the outcomes we found through collecting student voice. This was part of a collaborative research project investigating the teaching and learning of the "front end" of The New Zealand Curriculum (ibid) and incorporating those findings into the primary Bachelor of Teaching programme.

text: Establishing the "new" into "the way we do things": Reviewing paper aims and content in response to national and local developments. This paper reports on a review of "Professional practice and inquiry I" in response to local and national developments. The introduction of The New Zealand Curriculum (Ministry of Education, 2007) raised questions for initial teacher educators about how they might prepare their pre-service student teachers to teach using this updated curriculum. "Professional practice and inquiry I" is a first semester compulsory professional paper University of Waikato Bachelor of Teaching students (primary). The introduction of the 2007 national curriculum document was not the only reason for a review of this professional paper. This paper outlines how the teaching team had recognized the mixture of influences that impact on the development of paper content, explains in some detail what we did for the teaching and learning of the new 2007 key competencies, and the outcomes we found through collecting student voice. This was part of a collaborative research project investigating the teaching and learning of the "front end" of The New Zealand Curriculum (ibid) and incorporating those findings into the primary Bachelor of Teaching programme.

year: 2010

title: Aroha

authors: Maxwell, Te Kahautu

abstract: Waita Tira. Lyrics composed by Te Kahautu Maxwell, muscial score composed by Raharuha Mitai, Thomas Mitai, Renee Mitai. Performed by Ōpōtiki Mai Tawhiti (Kapa Haka group) (3mins)

Waiata ā Tira: Aroha
Whakaeke: Pinepine Te Kura
Mōteatea: Tērā te haeata
Waiata ā Ringa: Tiaho Mai
Poi: E ia, e ia
Haka: Ranginui
Whakawātea: Te Tiriti o Waitangi

text: Aroha Waita Tira. Lyrics composed by Te Kahautu Maxwell, muscial score composed by Raharuha Mitai, Thomas Mitai, Renee Mitai. Performed by Ōpōtiki Mai Tawhiti (Kapa Haka group) (3mins)

Waiata ā Tira: Aroha
Whakaeke: Pinepine Te Kura
Mōteatea: Tērā te haeata
Waiata ā Ringa: Tiaho Mai
Poi: E ia, e ia
Haka: Ranginui
Whakawātea: Te Tiriti o Waitangi

year: 2020-02-06