The Technological Knowledge Strand: Is that all there is?
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Abstract
ITE students find that little of the knowledge they bring from their careers is recognised by the strand designated to technological knowledge.
After nearly twenty years of settlement and two national curriculum iterations, it is timely to review the efficacy of the learning area. This will establish whether there is indeed a common community understanding of the technology learning area and its intent.
This paper looks at the Technological Knowledge strand. Further emphasis is placed on the strand's Technological Modelling component, as this is an area familiar to students from their feed–in career experienceCommunities of Practice are seen by Wenger (1998) as those where three key dimensions of mutual engagement, joint enterprise and shared repertoire are present.
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