Keynotes and Invited presenters

Day 1 - Tuesday 6th October

9am

Technology - An international perspective

Prof. Marc de Vries

Professor Marc de Vries will offer an international perspective on technology education and New Zealand's curriculum at the TENZ 2009 Conference. Marc is passionate about what is happening in technology education in New Zealand. At a recent conference in Glasgow, he said that New Zealand was in the best shape internationally in technology education, a statement that subsequently led to a conversation with the Minister of Education on Marc's first visit to New Zealand in 2008.

"I told him I meant what I said," says Marc. "You are to be congratulated on your outstanding performance. The sound combination of policy making, teacher education, education research and your enormous efforts as teachers has resulted in very good teaching practice.

"The world is looking at you, Technology Education New Zealand! Therefore I am proud to present at TENZ 2009."

Marc has had a long involvement in technology education, most recently being responsible for the international PATT (Pupils' Attitudes Towards Technology) conferences.

He co-authored Technolo-logisch, a textbook on technology education for Dutch secondary education, co-founded the Dutch Association of Technology Teachers, worked with educational television on several series of programmes to support technology education, is the editor-in-chief of the International Journal of Technology and Design Education and the editor of the book series International TechnologyEducation Series (Sense Publishers), has written articles and spoken at conferences in many countries.

Last September Marc was appointed as the new Professor of Science Education at the Delft University of Technology. "Don't be mislead by the title," he says. "We are a university of technology, and are particularly interested in teaching and learning about technology, both in science and in technology education.

"My task is to set up a research programme on the design process as an activity in which pupils can both learn to make the knowledge they already have more versatile and learn new knowledge in a realistic setting. We are just starting, and I can use the international network I have developed in the past two decades. For several years I have been in contact with Professor Alister Jones of Waikato University, with whom I worked on the International Handbook ofResearch and Development of Technology Education (Sense Publishers) that will be launched at TENZ 2009.

"This is truly a milestone event for our field and a good reason for you to be there! I look forward to seeing you all."

10am

Powhiri

11am

The Benefits of Technology

Ian Watson, Technology Teacher, Otumoetai College
Dr Andrew Cleland, Chief Executive, IPENZ

1.30

Classroom Dialogue in Technology

Wendy Fox-Turnbull
College of Education, University of Canterbury

Abstract

This paper investigates the role that dialogue plays in technology education. It argues that to enhance our understanding of how children learn in technology it is necessary understand the impact clearly focused conversations of children, amongst themselves and between children and their teachers while undertaking technological practice has on advancing thinking and understanding. This will give insight into the impacts of specifically targeted experiences and planned conversations with teachers and with peers has on student learning in technology.

It aims to enhance understanding of how learning occurs in technology and how interaction with peers and teachers advances thinking around technological concepts and components of practice. The study also gives insight into the types and quality of conversations that technology teachers need to facilitate and develop to best enhance learning for children in technology education.

1.30

A planning model for junior technology classes learning outside the classroom

Louise Milne
School of Education, University of Waikato

Abstract

This paper presents some preliminary findings of a doctoral project which explores the learning experiences of five year old students outside the classroom. The study follows the journey of two primary school teachers as they plan for a technology unit in which their students make chocolates for Mothers Day. A visit to a local confectionary factory is a central element of the unit as it provides access to expert knowledge and a practice model upon which the students can base their own chocolate making. Several key themes have emerged during the initial analysis of data, one of which is the importance of establishing a 'need to know' element to guide and drive student learning. This will be explored along with a description of the intervention model developed as a framework to support teacher planning.

1.30

Combined Presentation:

1) Am I ready to become a secondary teacher of technology?
Trainee teachers' perception of their preservice technology education courses.

Alastair Wells
Faculty of Education, University of Auckland

Ann Mc Glashan
Faculty of Education, University of Auckland

Abstract

Changes in administrative structures in the merger of the Auckland College of Education and the University of Auckland, in 2004, and development of a new technology curriculum have significantly impacted on the kind of courses being offered at the pre-service level of secondary technology teacher education. A totally new set of courses was developed to meet the requirements of the new academic structures and cater for the evolving nature of technology education. As no previous research has been undertaken on the effectiveness of the programme in preparing student teachers to teach technology, the technology education lecturers were interested to find out how effective the new courses were. The object of this research was to investigate student perceptions of their knowledge of the 2007 curriculum, and their level of confidence, on exiting the Faculty of Education. Participants completed an anonymous questionnaire at the end of their University programme and a number of self-selected students were interviewed. These students will also be re-interviewed towards the end of the second year as provisionally registered teachers. This paper discusses the initial findings from the first set of data collection completed at the end of 2008.

2) Ready to teach? Beginning teachers' perception of their preservice Technology Education courses

Brent Mawson
Faculty of Education, The University of Auckland

Abstract

The merger of the Auckland College of Education with the University of Auckland led to the development of new Teacher Education Programmes for the Bachelor of Education and the Graduate Diploma in Teaching (Primary and Secondary) qualifications. Technology Education was given less time within these programmes.

In the period 2006-2008 not only was this challenge being faced, there was also the need to prepare student teachers not only for the current 1995 Technology Curriculum which they would be expected to follow on practicum, but also for the new 2007 Curriculum which they would be using early in their teaching careers. As previous research had been done of beginning teacher perceptions of the effectiveness of their programme in preparing them to teach technology, the technology education staff were interested to find out how effective the new courses were.

The object of this research was to investigate student perceptions as their knowledge of the 2007 curriculum, and their level of confidence in teaching technology. Participants completed an anonymous questionnaire at the end of their university programme, and self selected students were also interviewed. These students will also be re-interviewed toward the end of the second year as provisionally registered teachers (PRT's).

This paper discusses the initial findings from the first set of data collection completed at the end of 2008.

Presenter Biography

Brent Mawson is a Principal Lecturer in the School of Science, Mathematics and Technology Education, in the Faculty of Education in the University of Auckland. His current area of research in technology is in the funds of knowledge young children bring to collaborative play episodes.