Chapter 1
The more things change, the more (some) things stay the same
Cathy Buntting, John Williams, Alister Jones
Chapter 2
'Seeing' and 'interpreting' the Human-Technology phenomenon
Steve Keirl
Chapter 3
Theorising technology education from a cultural-historical perspective: Foundations and future imaginings
Marilyn Fleer
Chapter 4
Indigenous technology in Technology Education curricula and teaching
Mishack T Gumbo
Chapter 5
The Pedagogical Ecology of Technology Education: An Agenda for Future Research and Development
David Mioduser
Chapter 6
Conversations to Support Learning in Technology Education
Wendy Fox-Turnbull
Chapter 7
Assessment: feedback from our pasts, feedforward for our futures
Kay Stables
Chapter 8
Developing a technology curriculum
David Barlex
Chapter 9
Developing a Deeper Understanding of Design in Technology Education.
David Spendlove
Chapter 10
The Alignment of Technology with Other School Subjects
Cathy Buntting and Alister Jones
Chapter 11
Vocational and General Technology Education
John Williams
Chapter 12
Technology Education and Developing Countries
Frank Banks and Vanwyk Chikasanda
Chapter 13
Politics and Policy
Kendall N. Starkweather
Chapter 14
Research Challenges for the Future
Marc J. de Vries
Chapter 15
Much remains to be done
Alister Jones, Cathy Buntting, John Williams
About the Author: The editors work together at the University of Waikato in New Zealand.
John Williams is a professor and Director of the Technology, Environmental, Mathematics and Science Education Research Centre at the University of Waikato in New Zealand, where he teaches and supervises research students in technology education. His current research interests include mentoring beginning teachers, PCK, and electronic assessment of performance. In 2011 he was elected to the International Technology and Engineering Education Association's Academy of Fellows for prominence in the profession.
Alister Jones is a Research Professor and Deputy Vice-Chancellor of the University of Waikato. Prior to this he was Dean of Education and the Director of the Wilf Malcolm Institute of Educational Research and the Centre for Science and Technology Education Research. He contributed significantly to the development of the technology curriculum in New Zealand, and has published extensively in technology and science education as well as general education. He is Director of a number of companies, including Cognition Education Limited, and Managing Director of the Australasian Science Education Research Association Limited.
Cathy Buntting has a background in biochemistry and biotechnology research and teaching and a PhD in education. She holds a senior research position within the University of Waikato, New Zealand, and currently manages the internationally recognised Biotechnology and Science Learning Hubs. Her research interests focus on how digital technologies can transform science and technology teaching and learning, and on the development of science and technology education policy.
