P001

Perspectives on Authenticity: Contexts for Technology

Paul Snape, University of Canterbury

Wendy Fox-Turnbull, University of Canterbury

Abstract

To meet the intentions of the New Zealand Curriculum 2007 teachers must critically reflect on their role and their ideas of what is 'best practice' for teaching and learning in the twenty-first century. In this post-modern age the teacher's role has changed considerably and there is now, more than ever, a need for much greater transparency, accountability and collaborative practice within education. While famous philosophers and theorists of the past including Plato, Rousseau and Dewey have expounded the ideals of authenticity and authentic engagement, it is only in more recent times with the spread of constructivism that authenticity has gained more favour.

This paper will investigate several important perspectives of authenticity and authentic learning using research from writers such as Turnbull 2002, Splitter 2008, Newmann & Wehlage 1998, Kreber, Klampfleitner, McCune, Bayne and Kottenbelt 2007. It will help clarify how Technology Education programmes based on authentic education and integrating key competencies can develop enduring learning for students. We will consider the role of context in developing learning and introduce some new ideas on successful student engagement in the field of conation (Riggs & Gholar 2009).

Intended Audience

This paper is intended for all researchers and teachers.

Presenter Biographys

Paul Snape M.Ed (UTas), B.Ed (Cant)

Lecturer in Technology Education at the University of Canterbury. Research interests shared with his work in Technology include that of student engagement, authentic learning, inquiry, collaboration and curriculum integration. He is Regional Chair for the Nth-South Island branch of TENZ

Mrs Wendy Fox-Turnbull MTchLn (distinction), BEd, Dip Tech

Senior Lecturer University of Canterbury College of Education in Technology Education and Professional Education Studies since 1998- then the Christchurch College of Education. Head of Centre for Technology Education programmes and Deputy Head of School for the School of Sciences and Physical Education.

Currently enrolled part time (since Feb 2006) in PhD through University of Waikato; supervisors Dr Kathrin Otrel-Cass and Professor Alister Jones. This research investigates children's conversations in technology education.

Passionate about developing quality programmes of work in technology education in schools. Current chair of the TENZ National Council and was convener of the 2005 TENZ Biennial Conference held in Christchurch on October 5-7.