Abstract:
Many years' experience in Initial Teacher Education (ITE) training, reveals a disjunct between student career experience in communities of practice and aspects of the technology learning area. ITE students find that little of the knowledge they bring from their careers is recognised by the strand designated to technological knowledge. After nearly twenty years of settlement and two national curriculum iterations, it is timely to review the efficacy of the learning area. This will establish whether there is indeed a common community understanding of the technology learning area and its intent. This paper looks at the Technological Knowledge strand. Further emphasis is placed on the strand’s Technological Modelling component, as this is an area familiar to students from their feed–in career experience.