Show simple item record

dc.contributor.authorFinger, Glennen_US
dc.contributor.authorHouguet, Belindaen_US
dc.contributor.editorMarc J. de Vriesen_US
dc.date.accessioned2017-04-04T16:57:59Z
dc.date.available2017-04-04T16:57:59Z
dc.date.issued2009en_US
dc.date.modified2010-07-14T07:43:24Z
dc.identifier.issn09577572en_US
dc.identifier.doi10.1007/s10798-007-9044-2en_AU
dc.identifier.urihttp://hdl.handle.net/10072/30109
dc.description.abstractThis study, embedded within the Researching School Change in Technology Education (RSCTE) project in Queensland, Australia, aimed to specifically research 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 to 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 begin 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 intrinsic and extrinsic challenges, this study provides suggestions to assist the implementation of technology education.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherSpringeren_US
dc.publisher.placeNetherlandsen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom309en_US
dc.relation.ispartofpageto334en_US
dc.relation.ispartofissue3en_AU
dc.relation.ispartofjournalInternational Journal of Technology and Design Educationen_US
dc.relation.ispartofvolume19en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducational Technology and Computingen_US
dc.subject.fieldofresearchcode130306en_US
dc.titleInsights into the intrinsic and extrinsic challenges for implementing technology education: case studies of Queensland teachersen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2009
gro.hasfulltextNo Full Text


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record