[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601599-105":59,"doc-detail-601599-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","teacher-responses-to-a-planning-framework-for-junior-technology-classes-learning-outside-the-classroom","Teacher Responses to a Planning Framework for Junior Technology Classes Learning Outside the Classroom","","This paper describes teacher responses to a planning framework supporting technology education with learning experiences outside the classroom (LEOTC) for five-year-old students. The framework integrates technology education, junior primary classrooms, and LEOTC roles across three phases: preparing for a visit, participating in the LEOTC learning experience, and conducting post-visit activities. A case study trial in two new-entrant classrooms used chocolates for Mothers’ Day, with data from interviews with two participating teachers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-responses-to-a-planning-framework-for-junior-technology-classes-learning-outside-the-classroom/601599/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-responses-to-a-planning-framework-for-junior-technology-classes-learning-outside-the-classroom/601599.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What purpose does the planning framework serve for junior technology classes?","Question",{"text":112,"@type":113},"It supports teacher planning for technology education that incorporates LEOTC, including how teachers, parent helpers, and students work through visit preparation, participation, and post-visit activities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the framework trialled in the study?",{"text":117,"@type":113},"The framework was tested using a case study approach in two new-entrant classrooms where students made chocolates for Mothers’ Day and visited a chocolate factory.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the data sources include in this paper?",{"text":121,"@type":113},"The paper used interviews with two participating teachers, and analysis focused on how the framework influenced preparation, role clarity, memory-supporting strategies, and students’ application of learning to technology practice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601599,1792188653,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Teacher responses to a planning framework for junior technology classes learning outside the classroom  \nLouise Milne, Faculty of Education, University of Waikato, New Zealand Dr Chris Eames, Faculty of Education, University of Waikato, New Zealand  \nAbstract  \nThis paper describes teacher responses to a framework designed to support teacher planning for technology. It includes a learning experience outside the classroom [LEOTC] and is designed specifically for five-year-old students. The planning framework draws together characteristics of technology education, junior primary classrooms and LEOTC to describe the role of the teacher, parent helpers and students as they work through three identified phases – preparing for a visit outside the classroom, participating in a learning experience outside the classroom, and post-visit activities in the classroom. This framework was trialled using a case study approach in two new-entrant classrooms in which students made chocolates for Mothers’ Day as part ofa technology unit. Students partook in a LEOTC visit to a chocolate factory in order to examine the practice of experts before designing and making their own chocolate gift. Data sources for this paper included interviews with two participating teachers. The analysis of these suggest the use of the planning framework led to the thorough preparation of parent helpers and students, clearly defined roles for both the teachers and the parents, and the use of valuable strategies which enhanced students memories of their visit and enabled them to apply aspects of the knowledge gained to their own technological practice.  \nKey words  \ntechnology education, five-year-old students, LEOTC (Learning experiences outside the classroom), planning framework, case study  \nIntroduction  \nThe value of students experiencing learning opportunities outside the classroom (LEOTC) is well documented (e.g. , Anderson, Thomas and Ellenbogen, 2003; Rennie and McClafferty, 1996) . Whilst there is research reporting on LEOTC in science (Bolstad, 2000; Dierking, Falk, Rennie, Anderson and Ellenbogen, 2003; Tofield, Coll, Vyle and Bolstad, 2003), we have found no previous studies which explore the experiences of junior primary students in technology. In spite of this apparent dearth in the literature, the practice of taking students on out-of-school visits is a fundamental part of New Zealand schooling. It therefore seems important to understand how this can enhance learning opportunities, particularly in the current educational climate when allocation of funding for LEOTC in schools is both restricted and outcome-driven by principals endeavouring to rein in escalating running costs.  \nThis paper describes teacher responses to a framework designed to support teacher planning for technology education incorporating LEOTC with junior primary students. The framework is presented along with data regarding the teacher responses to the planning and use of the framework, gathered during an evaluation of the implementation of the framework in two schools. The research question addressed in this paper is: How do teachers respond to the planning framework for technology education incorporating LEOTC with junior primary students?  \nContext for the study  \nIn New Zealand, children begin school on their fifth birthday. Two classes of these students, along with their teachers and parent helpers, were invited to participate in the study. One class of students was from a city school with a roll of approximately 600 students and the other was an eight-teacher country school with a roll of 200 students. The classes were studying a food technology unit in which they were to design and make chocolates fora Mothers’ Day gift. A visit to a local chocolate factory was included as part of this unit during which students would observe displays of different types of chocolate confectionery and the ingredients and equipment required for making chocolate, have the opportunity to taste choco","cbCaigXIy6KT5kfX","https://ap.wps.com/l/cbCaigXIy6KT5kfX","pdf",59208,12,"English","# Introduction\n# Context for the study\n# Key ideas underpinning the planning framework\n## Technology Education","[{\"question\":\"What purpose does the planning framework serve for junior technology classes?\",\"answer\":\"It supports teacher planning for technology education that incorporates LEOTC, including how teachers, parent helpers, and students work through visit preparation, participation, and post-visit activities.\"},{\"question\":\"How was the framework trialled in the study?\",\"answer\":\"The framework was tested using a case study approach in two new-entrant classrooms where students made chocolates for Mothers’ Day and visited a chocolate factory.\"},{\"question\":\"What did the data sources include in this paper?\",\"answer\":\"The paper used interviews with two participating teachers, and analysis focused on how the framework influenced preparation, role clarity, memory-supporting strategies, and students’ application of learning to technology practice.\"}]","Teacher Responses to a Planning Framework for Junior Technology Classes Learning Outside the Classroom | PDF",1792092936]