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dc.contributor.authorSpurway Ginns, Ian
dc.contributor.authorNorton, Stephen
dc.contributor.authorMcRobbie, Campbell J.
dc.contributor.authorDavis, Robert S.
dc.contributor.editorMarc J de Vries
dc.date.accessioned2018-10-15T23:57:42Z
dc.date.available2018-10-15T23:57:42Z
dc.date.issued2007
dc.date.modified2011-05-09T06:50:42Z
dc.identifier.issn09577572
dc.identifier.doi10.1007/s10798-006-7505-7
dc.identifier.urihttp://hdl.handle.net/10072/19222
dc.description.abstractTeachers’ 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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer Netherlands
dc.publisher.placeNetherlands
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom197
dc.relation.ispartofpageto215
dc.relation.ispartofissue2
dc.relation.ispartofjournalInternational Journal of Technology and Design Education
dc.relation.ispartofvolume17
dc.rights.retentionY
dc.subject.fieldofresearchDesign Practice and Management
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchcode1203
dc.subject.fieldofresearchcode1302
dc.titleCan twenty years of technology education assist 'grass roots' syllabus implementation?
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyright© 2007 Springer Netherlands. This is an electronic version of an article published in International Journal of Technology and Design Education, 2007, Volume 17, Issue 2, pp 197–215. International Journal of Technology and Design Education is available online at: http://link.springer.com// with the open URL of your article.
gro.date.issued2007
gro.hasfulltextFull Text
gro.griffith.authorNorton, Stephen J.


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