Show simple item record

dc.contributor.authorFinger, G
dc.contributor.authorHouguet, B
dc.contributor.editorMarc J. de Vries
dc.date.accessioned2017-05-03T12:59:42Z
dc.date.available2017-05-03T12:59:42Z
dc.date.issued2009
dc.date.modified2010-07-14T07:43:24Z
dc.identifier.issn0957-7572
dc.identifier.doi10.1007/s10798-007-9044-2
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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer
dc.publisher.placeNetherlands
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom309
dc.relation.ispartofpageto334
dc.relation.ispartofissue3
dc.relation.ispartofjournalInternational Journal of Technology and Design Education
dc.relation.ispartofvolume19
dc.rights.retentionY
dc.subject.fieldofresearchDesign
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchEducational technology and computing
dc.subject.fieldofresearchcode3303
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode390405
dc.titleInsights into the intrinsic and extrinsic challenges for implementing technology education: case studies of Queensland teachers
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.date.issued2009
gro.hasfulltextNo Full Text
gro.griffith.authorFinger, Glenn D.


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