|Institution:||University of Waikato|
|Full text PDF:||http://hdl.handle.net/10289/4932|
The New Zealand Curriculum (MoE, 2007) introduced late 2007 was required to be fully implemented by 2011. Technology being one of the eight learning areas in The New Zealand Curriculum (MoE, 2007) referred to as NZC (MoE, 2007) has been dominated by its own curriculum reform. Which has impacted on the way Technology departments across every New Zealand school implemented and planned the development of the new curriculum in their school. Technology departments will need to meet the NZC (MoE, 2007) requirements by planning implementation strategies with their staffs. The curriculum leadership and management of the HoD and those teachers who have a deeper understanding of technology in the NZC (MoE, 2007) will play a pivotal role in the survival of a learning area which has undergone significant developments to date. Technology departments will need to continue to deliver the current Technology in the New Zealand Curriculum (MoE, 1995) referred to as TiNZC (MoE, 1995) and its revised amendments up until 2007 and manage the transition to face issues that must be met by the NZC (MoE, 2007) deadlines for full implementation of the NZC (MoE, 2007) in 2011. Can Technology as a learning area manage change in the near future? This will require an understanding of the technology curriculum developments in the NZC (MoE, 2007), of how technology departments function and how the leadership can influence the future of the technology education. Key questions put to HoDs which supported this investigation were: How was the TiNZC delivered in their school and how their department is implementing the NZC technology curriculum. And how is their HoD leading and managing the intended curriculum to shape the technology education in their school? This thesis is an investigation into: How is materials technology education shaped by teacher leadership within the technology department?