Insights into the intrinsic and extrinsic challenges for implementing technology education: case studies of Queensland teachers

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Title Insights into the intrinsic and extrinsic challenges for implementing technology education: case studies of Queensland teachers
Author Finger, Glenn; Houguet, Belinda
Journal Name International Journal of Technology and Design Education
Editor Marc J. de Vries
Year Published 2009
Place of publication Netherlands
Publisher Springer
Abstract This 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.
Peer Reviewed Yes
Published Yes
Alternative URI http://dx.doi.org/10.1007/s10798-007-9044-2
Volume 19
Issue Number 3
Page from 309
Page to 334
ISSN 0957-7572
Date Accessioned 2010-02-24
Language en_AU
Research Centre Griffith Institute for Educational Research
Faculty Faculty of Education
Subject Educational Technology and Computing
URI http://hdl.handle.net/10072/30109
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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