[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601582-105":59,"doc-detail-601582-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","technology-education-in-new-zealand-the-connected-curriculum","Technology Education in New Zealand - The connected curriculum","","Technology Education in New Zealand: The connected curriculum examines how policy directives combine Technology Education, Enterprise Education, and community partnerships into a connected curriculum model. It reviews the national technology curriculum launched in 1999 and evaluates the intentions behind it. The study introduces a 2005–2007 Education for Enterprise (E4E) professional development programme with 16 schools, analyzing its impact on classroom practice and the ideologies guiding the initiatives.",{"@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/technology-education-in-new-zealand-the-connected-curriculum/601582/",{"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/technology-education-in-new-zealand-the-connected-curriculum/601582.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the paper aim to answer about policy directives?","Question",{"text":112,"@type":113},"The paper identifies what actually takes place when Technology Education, Enterprise Education, and School Community Partnerships are brought together through the notion of a Connected Curriculum.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What was the Education for Enterprise (E4E) project and who participated?",{"text":117,"@type":113},"A Ministry of Education two-year E4E project (late 2005) ran a professional development programme with 16 schools, focusing on developing teachers’ capability to include education for enterprise, especially through technology education and wider community links.",{"name":119,"@type":110,"acceptedAnswer":120},"Which key factors does the paper highlight from the research?",{"text":121,"@type":113},"It highlights the nature of a creative connected curriculum, practice in primary technology education, tensions between reality and ideology, and Fourth generation evaluation.","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},601582,1792171693,{"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":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Technology Education in New Zealand: The connected curriculum Gary O'Sullivan, Massey University College of Education, New Zealand  \nAbstract  \nThis paper aims to identify what actually takes place when policy directives bring together Technology Education, Enterprise Education, and the wider Community Partnerships. Since the introduction of a national technology curriculum to New Zealand schools in 1999 there has been little critique as to the intentions of the curriculum.  \nIn late 2005 a Ministry of Education two-year Education for Enterprise (E4E) project was contracted to run a professional development programme with a group of 16 schools, to examine ways in which teachers’ capability to include education for enterprise can be developed. Specific focus was to be on technology education and the fostering of links with the wider community. This paper will introduce research carried out to analyse the professional development programme and look at the impact it has had on classroom practice with consideration given to the ideologies behind the initiatives.  \nModels of implementation will be identified and exemplars of real practice in the primary classroom will be highlighted. Attempts to align technology and enterprise education will be explored and an argument for technology education making a real difference will be put forward.  \nThe paper highlights these key factors:  \n• The nature of a creative connected curriculum;  \n• Practice in primary technology education;  \n• Tensions between reality and ideology;  \n• Fourth generation evaluation.  \nKey words  \nEducation for enterprise (E4E), connected curriculum, primary technology education  \nIntroduction  \nThis paper introduces technology education as the central pivotal theme of a tripartite relationship which may make a difference in the primary classroom. The paper is based on a recent research project which aimed to identify what actually takes place when policy directives bring together Technology Education, Enterprise Education, School Community Partnerships and the notion of a Connected Curriculum.  \nFigure 1. An integrative connected model with technology at its core  \nSince the introduction of a national technology curriculum to New Zealand schools in 1999 there has been little critique of the intentions of the curriculum. In late 2005 a Ministry of Education two-year Education for Enterprise (E4E) project was tendered to run a professional development programme with a group of sixteen schools, focusing mainly on the primary sector, to examine ways in which teachers’ capability to include education for enterprise can be developed. Specific focus was to be on technology education and the fostering of links within the wider community. This paper will introduce the professional development programme and highlight the ideologies which drive the initiatives..  \nIn New Zealand, there has been a shift in education policy away from liberal-humanist education towards a more vocationally focused curriculum. The change has come about partly as a response to economic targets and objectives set by national policy makers. An example of this shift, which follows human capital theory, can be seen in the growing emphasis on making education more responsive to the needs of industry and business. Followers of human capital theorists believe expenditure on education is expensive, and should be considered an investment like any other. This economic rationalist agenda has been a significant influence in the  \nRESEARCH  \nDesign and Technology Education: An International Journal 15.1  \n31  \nTechnology Education in New Zealand: The connected curriculum  \nRESEARCH  \ndevelopment of technology education in New Zealand over the last twenty years.  \nIn 1996 The New Zealand Education Review Office produced a publication called School Business Links. In this document they identified that many schools had relationships with local enterprises. They also highlighted how there was little information he","cbCairRn2spI3Ss5","https://ap.wps.com/l/cbCairRn2spI3Ss5","pdf",45140,"English","# Abstract\n# Introduction\n# Research and Professional Development Programme\n## Implementation Models and Primary Practice\n## Aligning Technology and Enterprise Education\n## Tensions Between Reality and Ideology\n## Fourth Generation Evaluation\n# Policy Shifts in New Zealand Education","[{\"question\":\"What question does the paper aim to answer about policy directives?\",\"answer\":\"The paper identifies what actually takes place when Technology Education, Enterprise Education, and School Community Partnerships are brought together through the notion of a Connected Curriculum.\"},{\"question\":\"What was the Education for Enterprise (E4E) project and who participated?\",\"answer\":\"A Ministry of Education two-year E4E project (late 2005) ran a professional development programme with 16 schools, focusing on developing teachers’ capability to include education for enterprise, especially through technology education and wider community links.\"},{\"question\":\"Which key factors does the paper highlight from the research?\",\"answer\":\"It highlights the nature of a creative connected curriculum, practice in primary technology education, tensions between reality and ideology, and Fourth generation evaluation.\"}]","Technology Education in New Zealand - The connected curriculum | PDF",1792092903,23]