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

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

Ghaemi Nia, M.M. (TU Delft Science Education and Communication)
de Vries, M.J. (TU Delft Science Education and Communication)

2016

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

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

http://resolver.tudelft.nl/uuid:6ae55246-3d47-4009-b6e9-b32978666085

https://doi.org/10.15663/ajte.v3i1.38

2382-2007

Australasian Journal of Technology Education, 3

Institutional Repository

journal article

© 2016 M.M. Ghaemi Nia, M.J. de Vries