Moira Patterson
The University of Auckland, New Zealand
Jude Black
The University of Auckland, New Zealand
Vicki Compton
The University of Auckland, New Zealand
Ange Compton
The University of Auckland, New Zealand
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Published in: PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012
Linköping Electronic Conference Proceedings 73:45, p. 382-390
Published: 2012-06-18
ISBN: 978-91-7519-849-1
ISSN: 1650-3686 (print), 1650-3740 (online)
In this paper we report on our experience of working collaboratively as part of the Technological Literacy: Implications for teaching and learning national research project in New Zealand. Moira is the researcher ’on the ground’ in the Auckland/Northland region and Jude is the principal of an urban full primary school (year 1-8 or age 5-12) participating in the research project.
Jude responded positively to the initial invitation in 2010 to be a part of this research; with a clear statement of intent that she wanted her school to be ’the best technology primary school in New Zealand’. Realising the challenge in this; Moira and Jude have worked with a core group of staff to develop their subject matter knowledge (SMK) and pedagogical content knowledge (PCK).
The key focus of this paper is on the shifting of teacher understanding related to technology subject knowledge as outlined in the New Zealand Curriculum (Ministry of Education; 2007) and the subsequent development of PCK. The impact of these shifts on the delivery and impact of technology programmes to date are also discussed in terms of student learning.
Subject Matter Knowledge (SMK); Pedagogical Content Knowledge (PCK); Professional Development; primary technology teaching and learning programmes
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