The New Zealand Curriculum's approach to technological literacy through the lens of the philosophy of technology

Mahdi Ghaemi Nia, Marc de Vries

Research output: Contribution to journalArticleScientificpeer-review

12 Downloads (Pure)

Abstract


New Zealand’s curriculum, in terms of its approach to technological literacy, attempts to deliver a sound, philosophy-­based understanding of the nature of technology. The curriculum’s main authors claim that it conforms well to Mitcham’s (2014) categorization of different aspects of technology’s nature. Nevertheless, taking advantage of the existing literature of the philosophy of technology, this paper will reveal that the intended urriculum, though an admirable approach, still has a number of points needing improvement, and there are also certain gaps to be bridged in the claimed conformity. This analysis primarily makes use of the method initiated by Nia and De Vries (2016a), based upon Mitcham’s suggested framework and other philosophers’ opinions as to the nature and various features of technology
Original languageEnglish
Number of pages17
JournalAustralasian Journal of Technology Education
Volume3
DOIs
Publication statusPublished - 2016

Keywords

  • The New Zealand Curriculum
  • Technology Curriculum Support
  • philosophy of technology
  • technological literacy
  • Mitcham’s perspective
  • the nature of technology

Fingerprint Dive into the research topics of 'The New Zealand Curriculum's approach to technological literacy through the lens of the philosophy of technology'. Together they form a unique fingerprint.

Cite this