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- W2319560741 abstract "@font-face { font-family: Arial; }@font-face { font-family: ＭＳ 明朝; }@font-face { font-family: ＭＳ 明朝; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0cm 0cm 6pt; text-align: justify; font-size: 11pt; font-family: Times New Roman; }span.MsoEndnoteReference { vertical-align: super; }.MsoChpDefault { font-family: Cambria; }div.WordSection1 { page: WordSection1; } Many years' experience in Initial Teacher Education (ITE) training, reveals a disjunct between student career experience in communities of practice [i] 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 [i] Communities of Practice are seen by Wenger (1998) as those where three key dimensions of mutual engagement, joint enterprise and shared repertoire are present." @default.
- W2319560741 created "2016-06-24" @default.
- W2319560741 creator A5061424303 @default.
- W2319560741 date "2015-12-09" @default.
- W2319560741 modified "2023-09-24" @default.
- W2319560741 title "The Technological Knowledge Strand: Is that all there is?" @default.
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- W2319560741 doi "https://doi.org/10.15663/ajte.v2i1.31" @default.
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