Perspectives on Technology Education in New Zealand: Twenty years of progress?

Bruce Granshaw


This paper provides an historical review of the implementation of the technology learning area in New Zealand secondary schools with a view to identifying aspects which may, or may not, have enabled success. The intention here is to build on previous studies and to consider issues which may have been problematic to some teachers and other stakeholders. By reflecting on this process it may be possible to provide further understanding of present and future needs, which can guide the continuing development of both the technology learning area and its ongoing implementation.

The paper draws significantly from the author’s experience as a professional development facilitator and pre-service technology teacher educator over a twelve year period. Through this work there has been opportunity to gain considerable understanding of issues concerning technology education, implementation, and the facilitation of professional development for teachers of technology.


Technology education; implementation; professional development; educational reform

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