- Title
- Can twenty years of technology education assist "grass roots" syllabus implementation?
- Creator
- Ginns, Ian; Norton, Stephen; McRobbie, Campbell; Davis, Robert
- Date
- 2007
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/65268
- Identifier
- vital:2590
- Identifier
-
https://doi.org/10.1007/s10798-006-7505-7
- Identifier
- ISSN:0957-7572
- Abstract
- Teachers' informed acceptance of challenges associated with teaching technology might ensure the successful implementation of a Technology syllabus in primary schools. They must be prepared to analyse their own understandings of technology concepts and processes, teaching and resource needs, and engage in professional development activities designed to meet their needs. This paper investigates the introduction of a new Technology syllabus into a school and draws on a number of data sources, for example, surveys, interviews with individual teachers, classroom observations, and field notes. It was evident that very specific personal and classroom related issues (e.g., content and pedagogy), and broader issues related to the school and wider communities (e.g., resources and networking), impacted on teachers' acceptance of the syllabus. Based on these findings, the influence of 20 years of technology education and associated research on the essentials of classroom syllabus implementation by teachers is evaluated. Ways of making this store of knowledge and expertise more meaningful and accessible for teachers are explored. [ABSTRACT FROM AUTHOR] Copyright of International Journal of Technology & Design Education is the property of Springer Science & Business Media B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Publisher
- Springer
- Relation
- International Journal of Technology & Design Education Vol. 17, no. 2 (2007), p. 197-215
- Rights
- Copyright Springer
- Rights
- Open Access
- Rights
- This metadata is freely available under a CCO license
- Subject
- 1302 Curriculum and Pedagogy; 1203 Design Practice and Management; Teacher practice; Teacher development; Technology education; Technology syllabus
- Full Text
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