SCTED511-19A (NET)

Technology Education

30 Points

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Te Kura Toi Tangata Faculty of Education
Te Hononga Curriculum and Pedagogy


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Paper Description

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This paper provides an overview of of research and development in learning, teaching and assessment in technology education in New Zealand and internationally.
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Paper Structure

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The paper is taught online in Semester A, from weeks 9 - 26 of the university calendar.
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Describe and evaluate current research findings and developments in technology education
    Linked to the following assessments:
  • Analyse and discuss current issues in research and development and curriculum innovation
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  • Describe and evaluate the theoretical perspectives used to explain research findings and developments
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  • Evaluate and relate studies in other areas of learning to technology education
    Linked to the following assessments:
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This paper has no final examination. Your mark is based on the internal assessment of three tasks, one in each Module. You have a number of choices to make regarding the tasks. Within limitations, you can choose the topic and the type of task. This structure will enable you to work in your areas of strength and to pursue topics that are of interest and relevance to you.

The types of assignment you can select are

1. Position Paper

Produce a position paper based on the topic or issue you have selected. Utilise the relevant readings supplied for this topic, and of course you may also find other literature, as the readings are not comprehensive. The position paper is to draw on the sources available, not just in a review sense, but to combine the information in such a way as to conclude with something which is unique and new, and adds to the domain of knowledge by bringing your own views and experiences to bear on the problem or issue.

This task will involve some time searching for sources of research and information that has been published on the issue that has been chosen. This can be greatly facilitated by utilising an electronic link to the university library to access, for example, ProQuest.

Criteria for assessment will include the structure of the paper, the logic of the organisation, the breadth of coverage of the issue, adherence to presentation standards, and the conclusions.

The standard of the paper should be such that it is publishable, and may in fact result in a publication. The format should follow the university guidelines for research papers (

2. International Issues

This task involves selecting New Zealand and another country and conducting a comparative study between them on the issue you have selected. The availability of sources or contacts may determine the choice of countries, as should personal interest. It is envisaged that e-mail contacts with experts in the relevant countries will facilitate the collection of information, a number of which can be supplied by the lecturer (These would include Finland, Sweden, UK, Scotland, USA, South Africa, the Netherlands, Canada, Israel , Russia, France and Australia).

Examples for this task could include:

· a comparison between the New Zealand and the UK on the implementation of new national technology education syllabi

· the formalization of professional development for technology teachers in New Zealand and Sweden

· the balance between vocational technical education and general technical education in New Zealand and Australia

· the types of assessment of technology education in New Zealand and the United Kingdom

· the balance of gender participation in technology education in New Zealand and Israel.

This international study may be guided by the discussion of frameworks in the readings in the last section.

3. Literature Review

This task involves an analysis and synthesis of the literature on a particular issue. While it involves a summary of the literature, it is more than that. The way the literature is selected compared and organised, and the conclusions made, which arise from the examination of the literature, will be unique. The relevant provided readings will be the starting point for this review, but it will go beyond that and examine a wider range of sources. The references provided at the end of each reading may also be useful. Referencing organisation will be particularly important in this review, and must follow University guidelines. This task may be helpful in clarifying a project or research topic for later study.

4. Technology Education Project

This task also involves the selection of an issue in technology education and its examination from both a macro and a micro perspective. This implies an examination of the literature in order to well understand the general issue (i.e., the macro level), and then an application of that understanding to a local and personally relevant context (i.e., micro level). For example an issue may be the implementation of change which would involve readings related to the principles of implementing change (macro), and then an application of those principles to a change situation in a region or school which you have experienced (micro). Another example may relate to the area of multi-literacies, and after some general reading and research about multi-literacy (macro), a study of the implications of this area on your teaching methods and content (micro) could result.

The end result of the project will involve a paper which consists of a number of sections. The first section outlines the main principles related to the selected issue. This is not necessarily a comprehensive literature review, nor is it a formal opinion paper, but a summary statement of the issue. Of course relevant literature will be reflected in the statement. The next section will be a description of the relevant 'micro' situation, as the context within which the issue is to be applied. The final section will discuss the results of this application and may result in conclusions about your own teaching and learning, or some recommendations about the future.

A starting point for this task could be to reflect on the issues and decide on one that has a direct relationship to a situation which is personally and professionally meaningful to you.

To pass the paper you must:

  • Hand in all assignments on or before the due date and time specified in the paper outline, or, if an extension has been granted, on or before the due date and time specified in the extension.
  • Achieve an overall grade of C- or higher for the paper.

Note: it is important that you retain a copy (digital for computer produced assignments or photocopy (or scanned) copy of hand written work) of any assignment that you submit.

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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Assessment 1: Position Paper (3000 word)
29 Mar 2019
11:30 AM
  • Online: Submit through Moodle
2. Assessment 2: Choice of topic and format
10 May 2019
11:30 AM
  • Online: Submit through Moodle
3. Assessment 3: Choice of topic and format
14 Jun 2019
11:30 AM
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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Online Support

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This paper is delivered via online discussion and group work through moodle, the University of Waikato’s online teaching facility. It is important that you visit the Moodle paper at least TWICE weekly.
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The paper is worth 30 points and has an estimated workload of 300 hours
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