International Journal of Technology and Design Education, 2009

This study, embedded within the Researching School Change in Technology Education (RSCTE) project in Queensland, Australia, aimed to gain insights into the intrinsic and extrinsic challenges experienced by teachers during the implementation of technology education within primary school settings. The official publication and launch of the Technology years 1–10 syllabus and associated curriculum materials by the Queensland Studies Authority during 2003 saw the first formal Technology curriculum for primary schools in Queensland. The Queensland Government announced that all Queensland schools were to aim for full implementation of this new Key Learning Area (KLA) by 2007. This presented a challenge for Queensland teachers as they began to understand this new KLA and subsequently, were required to implement technology education for the first time. Education Queensland released a number of different strategies that were designed to assist this implementation, including research partnerships with universities. Thus, the RSCTE project, a partnership project between Education Queensland and Griffith University included implementation research within schools. Through the identification of insights into intrinsic and extrinsic challenges, this study, while recognising the limitations of transferability beyond the case studies presented, provides suggestions to assist the implementation of technology education.

With the release of the Technology Years 1 to 10 Syllabus and associated curriculum materials by the Queensland Studies Authority in 2003, Education Queensland announced that all Queensland government schools were to aim for full implementation by 2007. This paper reports the findings of an investigation into the intrinsic and extrinsic challenges experienced by teachers during the implementation of Technology Education. Student and teacher interviews, observations, artefact collection using digital photographs, and the administration of the Technology Syllabus Implementation Questionnaire (TSIQ) were undertaken to develop case studies. The major findings of this study included the identification of intrinsic challenges being professional knowledge and understanding, teacher confidence in the teaching of technology, attitudes and values of the Technology key learning area, and approaches to teaching. Extrinsic challenges included a lack of resources and time, varying methods of student assessment, the practicality of the implementation of a new curriculum area, and the quality of professional development programs. From the challenges identified, suggestions are made to inform the future implementation of Technology Education.

1993

International Journal of Technology and Design Education, 2004

This paper describes the results of a national study to investigate teachers' experiences in the implementation of the technology curriculum in New Zealand schools from years 1–13. This investigation of the implementation of the technology curriculum is part of a larger study being undertaken nationally in all curriculum areas (National Schools Sampling Study) to explore how effective the curriculum is in practice and how the results can inform future developments. National focus groups, questionnaires and case studies are used to explore how the curriculum is being implemented. The questionnaires were distributed to over 10% of New Zealand schools. The key findings indicate that most primary school teachers are aiming for curriculum coverage, have moderate levels of confidence but are concerned about curriculum overcrowding. Years 7 and 8 teachers are mainly concerned about assessment, whereas secondary school teachers are constrained by existing structures in schools.

Australian Educational Computing, 1993

Research conducted in the classrooms of exemplary teachers in Australian schools is published as a collection of case studies in a new book on technology-enhanced learning. Understanding what makes an effective case study for practitioners to reflect upon to change classroom teaching is important. In doctoral research that inspired the assemblage of case studies in the book, an additional process of cross-case analysis was used to bring participants together for deeper understanding of the study phenomena. An all-day workshop held at the conclusion of the data-gathering period allowed participants to not only meet each other for the first time, they also had opportunities to discuss, interpret, and analyze case summaries prepared by the researcher prior to writing the final case narratives. Carefully prepared case summaries add another layer of understanding to research findings, and it is necessary in organizing published exemplar case studies of teachers' pedagogical practices in schools. In

2000

Educational reforms often resemble revolution rather than evolution. Examples for primary teachers such as the 'whole language' and for secondary teachers NCEA assessment procedures are still causing confusion amongst teachers caught up in their delivery. Rarely do these reforms make the claimed progress promised particularly when they are not tempered by the wisdom of practice. This paper will highlight concerns

2002

Educational outcomes are particularly poor for the 43 percent of Australia " s Northern Territory students who are Indigenous, many of whom lag significantly behind their non-Indigenous peers (see ACARA, 2011.) The heavy investment by many NT schools in computers, interactive whiteboards and other educational technologies can be seen in part as an attempt to ameliorate their inherent disadvantage, thus equalising the learning opportunities in remote locations. Technology is a response to the need to better engage students and improve educational outcomes. This research examined motivational, pedagogical and systemic factors that affect the way technology is used in the classroom. Expectancy-value theory was used as a framework to organise and understand motivations when attempting to integrate technology into their teaching and how their expectation of the technology influenced their pedagogical goals. This research investigated what factors impact teachers " perceptions of ICT integration in their classes by looking at skills, practices, attitudes and ability to confidently integrate technology as a teaching tool. Data were gathered through observations of technology-based lessons and semi-structured interviews with teachers in Australia " s Northern Territory schools. Results showed teachers placed high value on using technology for education; however, expectancy of its success was frequently diminished when teachers perceived barriers beyond their immediate control such as the lack of human resources to support the technology, and a lack of effective professional development resulting in teachers lacking confidence to successfully deliver a technology based lesson.

1994