Title

The status of teaching and learning of technology in primary and secondary and schools in australia

Document Type

Conference Proceeding

Faculty

Faculty of Community Services, Education and Social Sciences

School

School of Education

RAS ID

2357

Comments

Williams, P. J., & Kierl, S. (2001). The status of teaching and learning of technology in primary and secondary and schools in Australia. In proceedings of the IDATER 2001 Conference. Loughborough: Loughborough University.

Abstract

For the first time Technology Education has received national research attention in Australia. An investigation of the teaching and learning of Technology in Australian Primary and Secondary schools has recently been completed. A national task force conducted the research, guided by a steering committee and responded to by a group of critical friends. A range of both qualitative and quantitative methodologies were utilized in reporting on these deliverables, including surveys, interviews, document analysis, focus groups and data analysis. The research team developed a model of effective practice and validated it through the identification of leading sites. The results of this research included findings that: Technology education is well placed to be instrumental in implementing the Federal Government's Innovation Plan; physical facilities for teaching technology in primary schools are inadequate; technology teachers rated the status of technology education as lower than other groups; there is some confusion in the integration of vocational and general education offerings in schools; current teacher shortages are going to get worse in the next few years; the range of teacher training models is diversifying. Recommendations made to all levels of government, universities and schools as a result of the research findings will be summarized in the presentation.

 
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