Faculty of Education ACE Papers

Permanent URI for this collectionhttps://hdl.handle.net/2292/25032

These ACE working papers were a publication of the Auckland College of Education and the last of these was produced in 2006.

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    Senior secondary school students' views towards choosing technology education as a subject and a career?
    (2006-12) Tolich, Pamela
    In New Zealand technology education is optional for all students after Year 10. This research compares the views of students who have selected technology education with those who have not. It aims to determine the attitudes of these secondary students towards technology and investigate possible links with career options.
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    Catering for 'gifted and talented' technology students
    (2006-12) Down, Melissa
    In Term One of 2005 it became mandatory for all New Zealand state and state-integrated schools “to show how they are meeting the needs of their gifted and talented learners” (Ministry of Education, 2004, p.6). There is evidence that New Zealand schools are catering for their gifted and talented students in curriculum areas such as mathematics, languages, science and the arts. Are New Zealand schools, however, catering for gifted and talented students in technology, and if so, how is this being achieved? This article investigates and explores how twenty diverse primary schools from the Auckland region, are catering for their gifted and talented students within the technology curriculum. The definition of the term ‘gifted and talented’, the criteria of identification, the purpose of the identification, and also the aims and expectations for those identified and discussed. Comparisons are established between the schools in order to understand the nature of gifted and talented technology programmes in New Zealand schools.
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    Implementing technology curricula in New Zealand
    (2006-12) Ball, Martin
    The preparation and writing of curriculum documents is one of the many endeavours of the Ministry of Education (MOE). This paper takes a teacher’s personal view of whether, and to what degree, a mismatch exists between curriculum documents and school practice. The technology education documents particularly referred to here are: Technology in the New Zealand curriculum (MOE, 1995), its antecedents, under titles such as Workshop Craft (Department of Education, 1986), and the current draft NZ curriculum (MOE, 2006).
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    Year 9 students's views towards their careers and technology education
    (2006-12) Tolich, Pamela
    Technology education is compulsory for all New Zealand students until the end of Year 10. After this time the students have the option to undertake further studies although it is no longer compulsory. Year 9 is usually the first year of secondary schooling and is often seen as the time when students start thinking about future directions. This research aims to ascertain Year 9 students’ views of technology education and its relevance to themselves and their careers.
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    Investigating the place of the 'T' in ICT in Early Childhoon Education
    (2006-12) Flavell, Linda
    In this paper I suggest that teachers perceptions of Information Communication Technology (ICT) as technology are common, and investigate whether this is leading to confusion and acting as a barrier to children’s technology learning in early childhood education (ECE). These differences arise in part from confusion surrounding terminology used around ICT and technology education, and in part from the ad-hoc way that both ICT and technology education have been introduced to ECE because of the lack of precise guidelines for teaching and learning with ICT in ECE in this age of multiliteracies. Some of the tensions around the use of ICT in ECE are explored in the following article.
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    Teaching your first mathematics class: Were you ready?
    (2006-6) Thomson, Margaret
    Much of the debate surrounding the publication of the results of the Third International Mathematics and Science Study (1997) focused on the role of the teacher, and almost inevitably included discussion of the standards and issues of pre-service teacher education. The part teachers’ beliefs play in their development as competent, confident teachers of mathematics has been addressed by several commentators, and this, together with an emphasis on the importance of reflection in teaching has influenced the development of pre-service programmes. This study evaluates an optional course in mathematics education that aims to prepare teachers for the classroom by focusing on their beliefs. Twenty-five beginning teachers describe the extent to which completing the course influenced their initial teaching, the constraints they experienced in putting their philosophies into practice and their ideas about how the course and their pre-service education mathematics programme could be enhanced.
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    Technology - a fair go for girls. The need to make the classroom inclusive of girls.
    (2006-12) Biggs, Catherine
    This report examines the issues surrounding gender inequalities in technology education. Firstly gender bias is looked at in detail with regards to why girls, in particular, are less exposed to the necessary construction play that builds technological capability and the effect that this has on girls. The second part of this paper reviews the literature surrounding classroom teachers’ pedagogies and practices to suggest how gender bias can be reduced in technology.
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    Purposeful questioning in mathematics: A guiding framework
    (2006-6) Holster, Trish
    This paper considers the role of questioning in the teaching and learning process. Concerns raised in the literature indicate the need for a guiding framework to support teachers in using questioning strategies in a more flexible and purposeful manner. In response to this articulated need Fraivillig, Murphy, and Fuson (1999) constructed the Advancing Children’s Thinking (ACT) framework. This framework is described with reference to literature on effective questioning, the role of discourse in classroom culture, and the impact of its use by teachers on children’s opportunities to learn. Strengths of the ACT framework, including alignment to the New Zealand Numeracy Development Project are summarised. Possible limitations and how these might be addressed are briefly considered.
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    Mathematics in early childhood: Exploring the issue
    (2006-6) Simmons, Nicola
    This paper explores a number of issues relating to mathematics within children’s play experiences in early childhood settings. In particular, what makes mathematical experiences both meaningful and purposeful is considered within the framework of play, as promoted by Te Whariki. In doing so both traditional/instructional and investigative teaching/learning approaches to mathematics and related theories of learning will be briefly examined.
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    The numeracy project: Foundations and development
    (2006-6) Hunter, Jodie
    This paper will outline the factors leading to the development of the New Zealand Numeracy Project. It will posit that the Numeracy Project was a result of a society wanting to create a “knowledge society”, which was seen as equating to a numerate society. It will demonstrate that the first model of the Numeracy Project was based on the “Count Me In Too” programme but that this model was extended, expanded, and changed in order to focus more on mathematical strategy development rather than simply teaching mathematical knowledge. It will outline the research base and teaching models underpinning the Numeracy Project and argue that the Numeracy Project is predicated on the premise that professional development of teachers will enrich student learning. Finally, the learning theories on which the Numeracy Project is based will be considered and the aspects of behaviourism and various forms of constructivism which are evident in the project will be outlined.
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    Improving children's performance in numeracy: Two countries, two approaches
    (2006-6) Nicholas, Peter
    This paper discusses the developments that have taken place in both Britain and New Zealand in response to the endeavours by the respective governments to develop more numerate populations. The British National Numeracy Strategy experience is described and then reference is made to research that assesses its effectiveness in enhancing numeracy. This is followed by a description of the New Zealand experience, the Numeracy Development Project, along with some comparison with the British programme, and finally a discussion of the key differences against research findings is presented to explore which has been more effective.
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    The 'haves' and the 'have nots': Who is better off?
    (2006-6) Ayr, Alison
    The Numeracy Development Project has been claimed as successful in raising student achievement. The extent of the success, however, varies with the decile rating of the school, and the degree to which the project itself is responsible for improved achievement can be questioned. This paper explores some of the theoretical background to aspects of the project and raises issues around the nature of the evidence being used to make such claims.
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    Technology use and changes in teaching mathematics
    (2006-6) Allan, Priscilla
    This paper argues that there is a need for pedagogical change in the teaching of mathematics when using technology, which would require a pedagogical shift towards learner focused practice rather than the use of technology as a computational tool. It briefly explores the background issues to pedagogical usage of technology in secondary school mathematics classrooms, examining stages of development in the use of technology, two theories of learning and associated pedagogical approaches, the ‘intended’ versus the ‘delivered’ curriculum goals, and the need for learner focused teaching. Barriers to change are examined and some possible ways forward are considered.
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    A square peg in a round hole? An exploration of constraints to the adoption of constructivist-based practice by beginning mathematics teachers
    (2006-6) Henley, Simon
    This paper presents a pre-service teacher’s exploration of the tensions that became visible in the intersection of his teacher education programme and the associated school/classroom ‘teaching’ experiences, and considers a framework that offers both personal and pre-service potential resolutions for these tensions.
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    Emma's story: A case study of a toddler's problem solving development
    (2006-6) Babbington, Shiree
    Problem solving is an essential life skill developed very early in our lives, and in a variety of ways. Toddlers (approximately 12 months to three years of age) and very young children have an innate desire to explore their worlds and as they do so encounter many ways that may assist them in their quest for knowledge and skills. This paper examines some of the literature surrounding problem solving and discusses evidence that toddlers do engage in solving complex problems as a foundation for future mathematical understanding. This empirical evidence is based upon a case study of a child, in the toddler stage, observed in her own home.
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    Where do I start? Technology in early childhood
    (2005-9) Mawson, Brent
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    Science in early childhood
    (2005-9) de Kock, Jill
    Much research has been published about children’s science ideas and how to teach scientific phenomena and concepts to children in the upper primary and secondary schools. Research is now slowly growing with regards to the foundational knowledge and understanding of children at early childhood level and the role of teacher’s subject content in providing authentic science learning experiences. This paper reviews the science education literature relating to early childhood education and the early years of primary school. It discusses children’s foundational knowledge and understanding of science and teachers’ professional knowledge of science and understanding of children’s learning and development. It then examines the nature of teacher pedagogical content knowledge needed to provide quality and appropriate enriching learning experiences in the realm of science, and places this within Te Whaariki and other curriculum frameworks.