Abstract:
The new 2006 draft curriculum for New Zealand (Ministry of Education, 2006 p.7) expects “each school will design and implement its own curriculum in ways that will engage and motivate its particular students”(Ministry of Education, 2006 p. 26) It states that significant themes such as sustainability, citizenship, enterprise, globalisation and critical literacies “offer schools opportunities for engaging students and integrating learning across the key competencies and the different learning areas”(Ministry of Education, 2006 p. 26). This paper outlines ways this can be achieved within the new technology curriculum. It will also explore notions of stakeholders and triple bottom line theory.