Abstract:
Technology in the New Zealand Curriculum aims to develop in students ‘a broad technological literacy that will equip them to participate in society as informed citizens...’ (Ministry of Education, 2007, p.32). A successful ITE (Initial teacher education) programme must therefore ensure that exiting students within all programmes have developed the means to support future learners in developing their technological literacy. ITE programmes at the University of Auckland, Faculty of Education (previously the Auckland College of Education) have prepared beginning teachers to teach compulsory technology education in early childhood, primary, and secondary schools for over 15 years across two national curriculum iterations. Ongoing evaluation of our courses seek to ascertain whether we are achieving the level of technological literacy for those exiting our courses in a way that addresses the real needs of contemporary school and early childhood learning communities in New Zealand? Courses have been developed to meet the needs, diversity and culture of our community; they include learning about technology in early childhood, primary and secondary settings and from Maori and Pacific Island perspectives. We also offer undergraduate and post-graduate courses for both urban and rural situations through a combination of face-to-face and blended face to face / online and purely online modes. This paper looks at our approach to guiding the development of technological literacy in pre-service students from across a range of technology courses offered by New Zealand’s largest teacher education provider: the Faculty of Education within the University of Auckland. This paper also provides an overview of our course content that will eventually contribute to national research into the entry and exit understandings of pre-service students in education for technology.