Teachers and Curriculum


Technology education
secondary schools


Technology education has been a part of the New Zealand curriculum in many forms since its inception as a craft subject. With a global push towards technological innovation and an increased awareness of the impact of technology on society, it is reasonable to assume that technology education has an established role in student learning around the local and international social issues that intersect with technology. This article is based on the initial findings of doctoral research, which aims to illustrate how teacher’s perceptions and previous experiences influence their understandings around the nature of technology education in their school.


Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. Mahwah, NJ: Lawrence Erlbaum Associates.

Beane, J. A. (2005). A reason to teach: Creating classrooms of dignity and hope. Portsmouth, NH: Heinemann.

Biggs, C. (2006, December). Technology - A fair go for girls: The need to make the classroom inclusive for girls. In ACE papers, 18, (paper 3).

Brough, C. (2008). Student-centred curriculum integration and the New Zealand curriculum. Set, 2, 16–21.

Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. New York, NY: Routledge.

Cresswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Boston, MA: Pearson.

Dewey, J. (1997). Experience and education. New York, NY: Touchstone.

Forret, M., Jones, A., & Moreland, J. (2000). The implementation of the New Zealand technology curriculum: The role of research and development. In WOCATE International Technology Education Conference. Conference held at Braunschweig, Germany.

Guest, G., MacQueen, K. M., & Maney, E. E. (2012). Applied thematic analysis. Thousand Oaks, CA: Sage.

Jones, A., Buntting, C., & de Vries, M. J. (2013). The developing field of technology education: A review to look forward. International Journal of Technology and Design Education, 23, 191–212. doi:10.1007/s10798-011-9174-4

Jones, A., & Compton, V. (2009). Reviewing the field of technology education in New Zealand. In A. Jones & M. de Vries (Eds.), International handbook of research and development in technology education (pp. 93–104). Rotterdam, The Netherlands: Sense.

Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks: CA. Sage.

Luttrell. W. (2010). Qualitative educational research: Readings in reflexive methodology and transformative practice. New York, NY: Routledge.

McLintoch, H. (Ed.). (1966). Education, post-primary. Te Ara: The encyclopedia of New Zealand. Retrieved from http://www.TeAra.govt.nz/1966/E/EducationPost-primary/en

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. Thousand Oaks, CA: Sage.

Ministry of Education. (1995). Technology in the national curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.

Paechter, C. (1995). Sub-cultural retreat: Negotiating the design and technology curriculum. British Educational Research Journal, 21(1), 75–87. Retrieved from http://www.jstor.org.ezproxy.waikato.ac.nz/stable/1501284

Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332. doi:10.3102/00346543062003307

Reinsfield, E. (2012). Drivers for change in technology education in New Zealand. Unpublished master’s directed study, University of Waikato, Hamilton, New Zealand.

Reinsfield, E. (2014). Secondary school technology education in New Zealand: Does it do what it says on the box? Teachers and Curriculum, 14(1), 47–54. Retrieved from http://dx.doi.org/10.15663/tandc.v14i1.94

Reinsfield, E., & Williams, J. (2015, October). Exploring teachers’ enactment of the technology curriculum. Paper presented at the Technology Education New Zealand Conference, Hamilton New Zealand. Retrieved from http://tenzcon.org/2015-conference/2015-conference-papers/

Roehler, L. R., Duffy, G. G., Herrmann, B. A., Conley, M., & Johnson, J. (1988). Knowledge structures as evidence of the ‘personal’: Bridging the gap from thought to practice. Journal of Curriculum Studies, 20 (2), 159–165. doi:10.1080/00220272.1988.11070787

Rose, M. A. (2007). Perceptions of technological literacy among science, technology, engineering, and mathematics leaders. Journal of Technology Education, 19(1), 35–52.

Schiro, M. S. (2008). Curriculum theory: Conflicting visions and enduring concerns. Thousand Oaks, CA: Sage.

Savaya, R., & Garner, F. (2012). Critical reflection to identify gaps between espoused theory and theory in use. Social Work, 57(2), 145–154. Retrieved from http://search.proquest.com.ezproxy.waikato.ac.nz/docview/1039539356?pq-origsite=summon

Williams, P. J. (2009). Technological literacy: A multi-literacies approach for democracy. International Journal of Technology and Design Education, 19(3), 23–254. doi:10.1007/s10798-007-9046-0

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.