Judy Moreland - Academia.edu (original) (raw)

Papers by Judy Moreland

This paper reports on the research and intervention approaches undertaken by a research team when... more This paper reports on the research and intervention approaches undertaken by a research team when working with primary school teachers in technology education over a threeyear period (1998)(1999)(2000). The focus of the research was firstly the examination of existing practice, secondly the enhancement of formative interactions, and thirdly the enhancement of summative strategies. In the first year interviews, observation, and document analyses were used to develop a comprehensive picture of existing practice. The findings from this year informed both the intervention approaches and the research approaches that were adopted in the second year. These included, negotiated intervention, observation, the development and use of frameworks, interviews and facilitation. The focus of this second year was the enhancement of teachers' formative assessment practices. The results from the second year informed the approaches undertaken in the final year where the focus moved to enhancing teachers' summative assessment practices. The evidence gained over the three years has shown how effective research, development, and negotiated intervention strategies can be introduced to enhance the understanding of assessment in technology.

This paper reports on the research and intervention approaches undertaken by a research team when... more This paper reports on the research and intervention approaches undertaken by a research team when working with primary school teachers in technology education over a threeyear period (1998)(1999)(2000). The focus of the research was firstly the examination of existing practice, secondly the enhancement of formative interactions, and thirdly the enhancement of summative strategies. In the first year interviews, observation, and document analyses were used to develop a comprehensive picture of existing practice. The findings from this year informed both the intervention approaches and the research approaches that were adopted in the second year. These included, negotiated intervention, observation, the development and use of frameworks, interviews and facilitation. The focus of this second year was the enhancement of teachers' formative assessment practices. The results from the second year informed the approaches undertaken in the final year where the focus moved to enhancing teachers' summative assessment practices. The evidence gained over the three years has shown how effective research, development, and negotiated intervention strategies can be introduced to enhance the understanding of assessment in technology.

... enhance teaching and learning in science and technology in Years 1–8 Bronwen Cowie, Judy More... more ... enhance teaching and learning in science and technology in Years 1–8 Bronwen Cowie, Judy Moreland, Alister Jones, and Kathrin Otrel-Cass 2008 Page 2. The Classroom InSiTE Project: Understanding classroom interactions to enhance teaching and learning in science ...

International Journal of Technology and Design Education, 2000

This paper reports on detailed case studies into emerging assessment practices in technology in t... more This paper reports on detailed case studies into emerging assessment practices in technology in two New Zealand primary schools (Years 1–6) with nine teachers. This research is part of the two year Research in Assessment of Primary Technology (RAPT) project and formed the basis for the one year New Zealand Ministry of Education funded Learning in Technology Education (Assessment) project. Emerging classroom assessment practices in technology, a new subject area in the national curriculum, are discussed. It was found that the existing subcultures in schools, teachers' subject expertise and the school wide policies impacted on the teachers' assessment practices. Assessment was often seen in terms of social and managerial aspects such as team work, turn taking and information skills, rather than procedural and conceptual aspects. Therefore teachers' formative interactions with students distorted the learning away from procedural and conceptual aspects of the subject, and the learning and the formative assessment interactions focused on generic skills rather than student technological understanding. The importance of developing teacher expertise in three dimensions of knowledge about the subject, knowledge in the subject and general pedagogical knowledge is highlighted. Thus the findings from this research have implications for thinking about teaching, learning and assessment in technology.

... enhance teaching and learning in science and technology in Years 1–8 Bronwen Cowie, Judy More... more ... enhance teaching and learning in science and technology in Years 1–8 Bronwen Cowie, Judy Moreland, Alister Jones, and Kathrin Otrel-Cass 2008 Page 2. The Classroom InSiTE Project: Understanding classroom interactions to enhance teaching and learning in science ...

Canadian Journal of Science, Mathematics and Technology Education, 2003

During the last 10 years, curriculum documents in Australia, the United Kingdom, the United State... more During the last 10 years, curriculum documents in Australia, the United Kingdom, the United States, Canada, Hong Kong, and New Zealand have emphasized the importance of students’ developing technological literacy. In utilizing research findings to consider future curriculum needs, there is the danger that the field may come to be understood in light of the research undertaken, not in light

International Journal of Technology and Design Education, 2000

This paper reports on detailed case studies into emerging assessment practices in technology in t... more This paper reports on detailed case studies into emerging assessment practices in technology in two New Zealand primary schools (Years 1–6) with nine teachers. This research is part of the two year Research in Assessment of Primary Technology (RAPT) project and formed the basis for the one year New Zealand Ministry of Education funded Learning in Technology Education (Assessment) project. Emerging classroom assessment practices in technology, a new subject area in the national curriculum, are discussed. It was found that the existing subcultures in schools, teachers' subject expertise and the school wide policies impacted on the teachers' assessment practices. Assessment was often seen in terms of social and managerial aspects such as team work, turn taking and information skills, rather than procedural and conceptual aspects. Therefore teachers' formative interactions with students distorted the learning away from procedural and conceptual aspects of the subject, and the learning and the formative assessment interactions focused on generic skills rather than student technological understanding. The importance of developing teacher expertise in three dimensions of knowledge about the subject, knowledge in the subject and general pedagogical knowledge is highlighted. Thus the findings from this research have implications for thinking about teaching, learning and assessment in technology.

Emerging international research suggests that enhancing teacher-student assessment for learning [... more Emerging international research suggests that enhancing teacher-student assessment for learning [AfL] interactions is a key to enhancing student learning. Planning frameworks that make explicit the multiple dimensions of technology can be used to extend teacher knowledge and focus interaction. Effective AfL interactions in technology encompass the multidimensional nature of technology, help students build continuity and coherence between ideas and actions over time, and are multimodal. AfL in primary technology classrooms is complex. Yet in this complexity there are rich opportunities for effective AfL interactions that contribute to students' technology learning.

Canadian Journal of Science, Mathematics and Technology Education, 2003

During the last 10 years, curriculum documents in Australia, the United Kingdom, the United State... more During the last 10 years, curriculum documents in Australia, the United Kingdom, the United States, Canada, Hong Kong, and New Zealand have emphasized the importance of students’ developing technological literacy. In utilizing research findings to consider future curriculum needs, there is the danger that the field may come to be understood in light of the research undertaken, not in light

In recent times, two influences have converged to highlight the crucial role of the teacher in ed... more In recent times, two influences have converged to highlight the crucial role of the teacher in educational reform. These two influences are firstly changes in how learning and learners are viewed; and secondly an appreciation of the relationships between teaching, learning, assessment and curriculum. This paper draws on two reviews of the international research literature and two classroom based research projects all undertaken by staff of the Centre of Science and Technology Education Research [CSTER] from 1995 -2003. It is argued for the central role of the teacher and of assessment for learning as vehicles for enhancing student achievement in technology and science. The paper makes a case for the role of teacher pedagogical content knowledge and the importance of teacher-student interactions in assessment for learning. Factors that contribute to enhancing assessment for learning and some strategies to help teachers with this challenging task are discussed.

Emerging international research suggests that enhancing teacher-student assessment for learning [... more Emerging international research suggests that enhancing teacher-student assessment for learning [AfL] interactions is a key to enhancing student learning. Planning frameworks that make explicit the multiple dimensions of technology can be used to extend teacher knowledge and focus interaction. Effective AfL interactions in technology encompass the multidimensional nature of technology, help students build continuity and coherence between ideas and actions over time, and are multimodal. AfL in primary technology classrooms is complex. Yet in this complexity there are rich opportunities for effective AfL interactions that contribute to students' technology learning.

International Journal of Technology and Design Education, 2004

This paper describes the frameworks and cognitive tools that have been developed to enhance pract... more This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers' pedagogical content knowledge in primary school technology education. The frameworks evolved from our research that firstly examined existing teaching practices, secondly enhanced formative interactions and thirdly enhanced summative assessment strategies. The evidence gained over the three years demonstrated how the effective use of frameworks could be utilised to enhance teacher pedagogical content knowledge (PCK). How we see learning is of prime importance in examining the development of teacher pedagogical content knowledge. A sociocultural view of learning is taken where human mental processes are situated within their historical, cultural and institutional setting. In the research project we strongly emphasised the need for teachers to build a knowledge base for teaching technology. Critical aspects identified as enhancing PCK included: negotiated intervention, planning frameworks, reflection on case studies, workshops and support in classrooms, appropriate resources, teacher agreement meetings, portfolios of student work and summative profiles. The increased PCK resulted in: enhanced teacher knowledge about technology including the nature of technology, areas of technology and specific technological knowledge, changed pedagogical approaches, enhanced teacher student interaction, refinement of appropriate learning outcomes, critical decision making, improved teacher confidence, and enhanced student learning. Seven characteristics or features of pedagogical content knowledge that we believe are important for effective teaching and learning in technology are presented.

In recent times, two influences have converged to highlight the crucial role of the teacher in ed... more In recent times, two influences have converged to highlight the crucial role of the teacher in educational reform. These two influences are firstly changes in how learning and learners are viewed; and secondly an appreciation of the relationships between teaching, learning, assessment and curriculum. This paper draws on two reviews of the international research literature and two classroom based research projects all undertaken by staff of the Centre of Science and Technology Education Research [CSTER] from 1995 -2003. It is argued for the central role of the teacher and of assessment for learning as vehicles for enhancing student achievement in technology and science. The paper makes a case for the role of teacher pedagogical content knowledge and the importance of teacher-student interactions in assessment for learning. Factors that contribute to enhancing assessment for learning and some strategies to help teachers with this challenging task are discussed.

Teaching Education, 2006

Biotechnology is an expanding area of scientific and community interest, one that it is important... more Biotechnology is an expanding area of scientific and community interest, one that it is important students understand because of its potential to impact on them and their communities. The issue for teachers and science and technology educators is how to provide learning experiences in this area. This paper draws on classroom-based research to describe the challenges teachers face and the successes they can achieve when teaching an interdisciplinary subject such as biotechnology. It describes the components of pedagogical content knowledge that teachers require to teach such a subject and highlights planning strategies to enhance teachers' PCK and subsequent classroom interactions. Evidence is provided that biotechnology engages student interest and that students can develop an understanding of the nature of biotechnology and associated conceptual and procedural learning outcomes.

International Journal of Technology and Design Education, 2004

This paper describes the frameworks and cognitive tools that have been developed to enhance pract... more This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers' pedagogical content knowledge in primary school technology education. The frameworks evolved from our research that firstly examined existing teaching practices, secondly enhanced formative interactions and thirdly enhanced summative assessment strategies. The evidence gained over the three years demonstrated how the effective use of frameworks could be utilised to enhance teacher pedagogical content knowledge (PCK). How we see learning is of prime importance in examining the development of teacher pedagogical content knowledge. A sociocultural view of learning is taken where human mental processes are situated within their historical, cultural and institutional setting. In the research project we strongly emphasised the need for teachers to build a knowledge base for teaching technology. Critical aspects identified as enhancing PCK included: negotiated intervention, planning frameworks, reflection on case studies, workshops and support in classrooms, appropriate resources, teacher agreement meetings, portfolios of student work and summative profiles. The increased PCK resulted in: enhanced teacher knowledge about technology including the nature of technology, areas of technology and specific technological knowledge, changed pedagogical approaches, enhanced teacher student interaction, refinement of appropriate learning outcomes, critical decision making, improved teacher confidence, and enhanced student learning. Seven characteristics or features of pedagogical content knowledge that we believe are important for effective teaching and learning in technology are presented.

This paper reports on the research and intervention approaches undertaken by a research team when... more This paper reports on the research and intervention approaches undertaken by a research team when working with 14 primary school teachers (as well as two of the principals) in technology education over a three-year period (1998-2000). The evidence gained over the three years has shown how effective research, development, and negotiated intervention strategies can be introduced to enhance student learning.

Teaching Education, 2006

Biotechnology is an expanding area of scientific and community interest, one that it is important... more Biotechnology is an expanding area of scientific and community interest, one that it is important students understand because of its potential to impact on them and their communities. The issue for teachers and science and technology educators is how to provide learning experiences in this area. This paper draws on classroom-based research to describe the challenges teachers face and the successes they can achieve when teaching an interdisciplinary subject such as biotechnology. It describes the components of pedagogical content knowledge that teachers require to teach such a subject and highlights planning strategies to enhance teachers' PCK and subsequent classroom interactions. Evidence is provided that biotechnology engages student interest and that students can develop an understanding of the nature of biotechnology and associated conceptual and procedural learning outcomes.

Curriculum Journal, 2005

Eastern Heights Primary School's involvement with research on assessment for learning began in 19... more Eastern Heights Primary School's involvement with research on assessment for learning began in 1998 with a focus on technology education as a new learning area. The initial research outcomes highlighted the impact that teachers' pedagogical content knowledge has on classroom and school practices in assessment for learning. In the subsequent years, enhancing teachers' planning, teaching and assessment knowledge and practices were key foci, as were developing teachers' understandings of subject ideas and how these might be translated to best fit their students. Teachers' formative interactions and summative assessment practices became focused on encouraging and supporting student engagement with key subject ideas in order to move student learning forward. For effective learning to occur, it was crucial for teachers to have conversations with students around these ideas. The impact of the intervention programme on teachers' assessment for learning practices and student learning was so significant that changes were made to classroom practices at the wider school level in technology, and were also incorporated effectively into science programmes and other curriculum areas. This article describes why the research and intervention programmes undertaken with a few teachers impacted positively on a school-wide basis. The school culture, the positive research outcomes and the nature of the research process contributed to school-wide changes in assessment for learning practices. This long-term research programme provides insights into how enhanced assessment for learning practices at the individual teacher level might expand to a school-wide level.

This paper reports on the research and intervention approaches undertaken by a research team when... more This paper reports on the research and intervention approaches undertaken by a research team when working with primary school teachers in technology education over a threeyear period (1998)(1999)(2000). The focus of the research was firstly the examination of existing practice, secondly the enhancement of formative interactions, and thirdly the enhancement of summative strategies. In the first year interviews, observation, and document analyses were used to develop a comprehensive picture of existing practice. The findings from this year informed both the intervention approaches and the research approaches that were adopted in the second year. These included, negotiated intervention, observation, the development and use of frameworks, interviews and facilitation. The focus of this second year was the enhancement of teachers' formative assessment practices. The results from the second year informed the approaches undertaken in the final year where the focus moved to enhancing teachers' summative assessment practices. The evidence gained over the three years has shown how effective research, development, and negotiated intervention strategies can be introduced to enhance the understanding of assessment in technology.

This paper reports on the research and intervention approaches undertaken by a research team when... more This paper reports on the research and intervention approaches undertaken by a research team when working with primary school teachers in technology education over a threeyear period (1998)(1999)(2000). The focus of the research was firstly the examination of existing practice, secondly the enhancement of formative interactions, and thirdly the enhancement of summative strategies. In the first year interviews, observation, and document analyses were used to develop a comprehensive picture of existing practice. The findings from this year informed both the intervention approaches and the research approaches that were adopted in the second year. These included, negotiated intervention, observation, the development and use of frameworks, interviews and facilitation. The focus of this second year was the enhancement of teachers' formative assessment practices. The results from the second year informed the approaches undertaken in the final year where the focus moved to enhancing teachers' summative assessment practices. The evidence gained over the three years has shown how effective research, development, and negotiated intervention strategies can be introduced to enhance the understanding of assessment in technology.

... enhance teaching and learning in science and technology in Years 1–8 Bronwen Cowie, Judy More... more ... enhance teaching and learning in science and technology in Years 1–8 Bronwen Cowie, Judy Moreland, Alister Jones, and Kathrin Otrel-Cass 2008 Page 2. The Classroom InSiTE Project: Understanding classroom interactions to enhance teaching and learning in science ...

International Journal of Technology and Design Education, 2000

This paper reports on detailed case studies into emerging assessment practices in technology in t... more This paper reports on detailed case studies into emerging assessment practices in technology in two New Zealand primary schools (Years 1–6) with nine teachers. This research is part of the two year Research in Assessment of Primary Technology (RAPT) project and formed the basis for the one year New Zealand Ministry of Education funded Learning in Technology Education (Assessment) project. Emerging classroom assessment practices in technology, a new subject area in the national curriculum, are discussed. It was found that the existing subcultures in schools, teachers' subject expertise and the school wide policies impacted on the teachers' assessment practices. Assessment was often seen in terms of social and managerial aspects such as team work, turn taking and information skills, rather than procedural and conceptual aspects. Therefore teachers' formative interactions with students distorted the learning away from procedural and conceptual aspects of the subject, and the learning and the formative assessment interactions focused on generic skills rather than student technological understanding. The importance of developing teacher expertise in three dimensions of knowledge about the subject, knowledge in the subject and general pedagogical knowledge is highlighted. Thus the findings from this research have implications for thinking about teaching, learning and assessment in technology.

... enhance teaching and learning in science and technology in Years 1–8 Bronwen Cowie, Judy More... more ... enhance teaching and learning in science and technology in Years 1–8 Bronwen Cowie, Judy Moreland, Alister Jones, and Kathrin Otrel-Cass 2008 Page 2. The Classroom InSiTE Project: Understanding classroom interactions to enhance teaching and learning in science ...

Canadian Journal of Science, Mathematics and Technology Education, 2003

During the last 10 years, curriculum documents in Australia, the United Kingdom, the United State... more During the last 10 years, curriculum documents in Australia, the United Kingdom, the United States, Canada, Hong Kong, and New Zealand have emphasized the importance of students’ developing technological literacy. In utilizing research findings to consider future curriculum needs, there is the danger that the field may come to be understood in light of the research undertaken, not in light

International Journal of Technology and Design Education, 2000

This paper reports on detailed case studies into emerging assessment practices in technology in t... more This paper reports on detailed case studies into emerging assessment practices in technology in two New Zealand primary schools (Years 1–6) with nine teachers. This research is part of the two year Research in Assessment of Primary Technology (RAPT) project and formed the basis for the one year New Zealand Ministry of Education funded Learning in Technology Education (Assessment) project. Emerging classroom assessment practices in technology, a new subject area in the national curriculum, are discussed. It was found that the existing subcultures in schools, teachers' subject expertise and the school wide policies impacted on the teachers' assessment practices. Assessment was often seen in terms of social and managerial aspects such as team work, turn taking and information skills, rather than procedural and conceptual aspects. Therefore teachers' formative interactions with students distorted the learning away from procedural and conceptual aspects of the subject, and the learning and the formative assessment interactions focused on generic skills rather than student technological understanding. The importance of developing teacher expertise in three dimensions of knowledge about the subject, knowledge in the subject and general pedagogical knowledge is highlighted. Thus the findings from this research have implications for thinking about teaching, learning and assessment in technology.

Emerging international research suggests that enhancing teacher-student assessment for learning [... more Emerging international research suggests that enhancing teacher-student assessment for learning [AfL] interactions is a key to enhancing student learning. Planning frameworks that make explicit the multiple dimensions of technology can be used to extend teacher knowledge and focus interaction. Effective AfL interactions in technology encompass the multidimensional nature of technology, help students build continuity and coherence between ideas and actions over time, and are multimodal. AfL in primary technology classrooms is complex. Yet in this complexity there are rich opportunities for effective AfL interactions that contribute to students' technology learning.

Canadian Journal of Science, Mathematics and Technology Education, 2003

During the last 10 years, curriculum documents in Australia, the United Kingdom, the United State... more During the last 10 years, curriculum documents in Australia, the United Kingdom, the United States, Canada, Hong Kong, and New Zealand have emphasized the importance of students’ developing technological literacy. In utilizing research findings to consider future curriculum needs, there is the danger that the field may come to be understood in light of the research undertaken, not in light

In recent times, two influences have converged to highlight the crucial role of the teacher in ed... more In recent times, two influences have converged to highlight the crucial role of the teacher in educational reform. These two influences are firstly changes in how learning and learners are viewed; and secondly an appreciation of the relationships between teaching, learning, assessment and curriculum. This paper draws on two reviews of the international research literature and two classroom based research projects all undertaken by staff of the Centre of Science and Technology Education Research [CSTER] from 1995 -2003. It is argued for the central role of the teacher and of assessment for learning as vehicles for enhancing student achievement in technology and science. The paper makes a case for the role of teacher pedagogical content knowledge and the importance of teacher-student interactions in assessment for learning. Factors that contribute to enhancing assessment for learning and some strategies to help teachers with this challenging task are discussed.

Emerging international research suggests that enhancing teacher-student assessment for learning [... more Emerging international research suggests that enhancing teacher-student assessment for learning [AfL] interactions is a key to enhancing student learning. Planning frameworks that make explicit the multiple dimensions of technology can be used to extend teacher knowledge and focus interaction. Effective AfL interactions in technology encompass the multidimensional nature of technology, help students build continuity and coherence between ideas and actions over time, and are multimodal. AfL in primary technology classrooms is complex. Yet in this complexity there are rich opportunities for effective AfL interactions that contribute to students' technology learning.

International Journal of Technology and Design Education, 2004

This paper describes the frameworks and cognitive tools that have been developed to enhance pract... more This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers' pedagogical content knowledge in primary school technology education. The frameworks evolved from our research that firstly examined existing teaching practices, secondly enhanced formative interactions and thirdly enhanced summative assessment strategies. The evidence gained over the three years demonstrated how the effective use of frameworks could be utilised to enhance teacher pedagogical content knowledge (PCK). How we see learning is of prime importance in examining the development of teacher pedagogical content knowledge. A sociocultural view of learning is taken where human mental processes are situated within their historical, cultural and institutional setting. In the research project we strongly emphasised the need for teachers to build a knowledge base for teaching technology. Critical aspects identified as enhancing PCK included: negotiated intervention, planning frameworks, reflection on case studies, workshops and support in classrooms, appropriate resources, teacher agreement meetings, portfolios of student work and summative profiles. The increased PCK resulted in: enhanced teacher knowledge about technology including the nature of technology, areas of technology and specific technological knowledge, changed pedagogical approaches, enhanced teacher student interaction, refinement of appropriate learning outcomes, critical decision making, improved teacher confidence, and enhanced student learning. Seven characteristics or features of pedagogical content knowledge that we believe are important for effective teaching and learning in technology are presented.

In recent times, two influences have converged to highlight the crucial role of the teacher in ed... more In recent times, two influences have converged to highlight the crucial role of the teacher in educational reform. These two influences are firstly changes in how learning and learners are viewed; and secondly an appreciation of the relationships between teaching, learning, assessment and curriculum. This paper draws on two reviews of the international research literature and two classroom based research projects all undertaken by staff of the Centre of Science and Technology Education Research [CSTER] from 1995 -2003. It is argued for the central role of the teacher and of assessment for learning as vehicles for enhancing student achievement in technology and science. The paper makes a case for the role of teacher pedagogical content knowledge and the importance of teacher-student interactions in assessment for learning. Factors that contribute to enhancing assessment for learning and some strategies to help teachers with this challenging task are discussed.

Teaching Education, 2006

Biotechnology is an expanding area of scientific and community interest, one that it is important... more Biotechnology is an expanding area of scientific and community interest, one that it is important students understand because of its potential to impact on them and their communities. The issue for teachers and science and technology educators is how to provide learning experiences in this area. This paper draws on classroom-based research to describe the challenges teachers face and the successes they can achieve when teaching an interdisciplinary subject such as biotechnology. It describes the components of pedagogical content knowledge that teachers require to teach such a subject and highlights planning strategies to enhance teachers' PCK and subsequent classroom interactions. Evidence is provided that biotechnology engages student interest and that students can develop an understanding of the nature of biotechnology and associated conceptual and procedural learning outcomes.

International Journal of Technology and Design Education, 2004

This paper describes the frameworks and cognitive tools that have been developed to enhance pract... more This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers' pedagogical content knowledge in primary school technology education. The frameworks evolved from our research that firstly examined existing teaching practices, secondly enhanced formative interactions and thirdly enhanced summative assessment strategies. The evidence gained over the three years demonstrated how the effective use of frameworks could be utilised to enhance teacher pedagogical content knowledge (PCK). How we see learning is of prime importance in examining the development of teacher pedagogical content knowledge. A sociocultural view of learning is taken where human mental processes are situated within their historical, cultural and institutional setting. In the research project we strongly emphasised the need for teachers to build a knowledge base for teaching technology. Critical aspects identified as enhancing PCK included: negotiated intervention, planning frameworks, reflection on case studies, workshops and support in classrooms, appropriate resources, teacher agreement meetings, portfolios of student work and summative profiles. The increased PCK resulted in: enhanced teacher knowledge about technology including the nature of technology, areas of technology and specific technological knowledge, changed pedagogical approaches, enhanced teacher student interaction, refinement of appropriate learning outcomes, critical decision making, improved teacher confidence, and enhanced student learning. Seven characteristics or features of pedagogical content knowledge that we believe are important for effective teaching and learning in technology are presented.

This paper reports on the research and intervention approaches undertaken by a research team when... more This paper reports on the research and intervention approaches undertaken by a research team when working with 14 primary school teachers (as well as two of the principals) in technology education over a three-year period (1998-2000). The evidence gained over the three years has shown how effective research, development, and negotiated intervention strategies can be introduced to enhance student learning.

Teaching Education, 2006

Biotechnology is an expanding area of scientific and community interest, one that it is important... more Biotechnology is an expanding area of scientific and community interest, one that it is important students understand because of its potential to impact on them and their communities. The issue for teachers and science and technology educators is how to provide learning experiences in this area. This paper draws on classroom-based research to describe the challenges teachers face and the successes they can achieve when teaching an interdisciplinary subject such as biotechnology. It describes the components of pedagogical content knowledge that teachers require to teach such a subject and highlights planning strategies to enhance teachers' PCK and subsequent classroom interactions. Evidence is provided that biotechnology engages student interest and that students can develop an understanding of the nature of biotechnology and associated conceptual and procedural learning outcomes.

Curriculum Journal, 2005

Eastern Heights Primary School's involvement with research on assessment for learning began in 19... more Eastern Heights Primary School's involvement with research on assessment for learning began in 1998 with a focus on technology education as a new learning area. The initial research outcomes highlighted the impact that teachers' pedagogical content knowledge has on classroom and school practices in assessment for learning. In the subsequent years, enhancing teachers' planning, teaching and assessment knowledge and practices were key foci, as were developing teachers' understandings of subject ideas and how these might be translated to best fit their students. Teachers' formative interactions and summative assessment practices became focused on encouraging and supporting student engagement with key subject ideas in order to move student learning forward. For effective learning to occur, it was crucial for teachers to have conversations with students around these ideas. The impact of the intervention programme on teachers' assessment for learning practices and student learning was so significant that changes were made to classroom practices at the wider school level in technology, and were also incorporated effectively into science programmes and other curriculum areas. This article describes why the research and intervention programmes undertaken with a few teachers impacted positively on a school-wide basis. The school culture, the positive research outcomes and the nature of the research process contributed to school-wide changes in assessment for learning practices. This long-term research programme provides insights into how enhanced assessment for learning practices at the individual teacher level might expand to a school-wide level.