Theory Meets Practice: Lecturers at a College of Education Put Theory into Practice when They Teach Technology Education on a Regular Basis to Year 7 & 8 Children

On 8 February 1999, Technology Education became a compulsory curriculum area for all children in New Zealand school, until the end of year 10 (Creech 1999). All curriculum reform aims to change educational practice, for without it student learning is unlikely to improve (Butler 1996). Unfortunately this reform and the change it invokes can be difficult to accept. Staff in the Technology Education Centre at a New Zealand College of Education became aware that there were few models of quality Technology Education in action for their students to observe. When approached by a local school to set up a Technology programme for their year 7 and 8 pupils they enthusiastically went about designing and implementing such a programme. In the process of doing this they were taken back to 'the chalk face' thus negating the oft cited criticisms levelled at tertiary educators of 'being in ivory towers', 'not being in the real world' and 'being out of touch'. This case study follows their journey throughout the year. It records their initial idealism, and enthusiasm, their subsequent frustration caused by 'real world' barriers, and their final satisfaction with the end result.