While I started the #NZCTech project, I have started to find some other information that is of interest to me, one around why Science and Technology have their own areas under the New Zealand Curriculum.
The introduction of STS (Science, Technology and Society (STS) framework.) and technological applications does appear to enhance the learning of science concepts, as well as to increase students' interest and motivation within their science classrooms. However, if science teachers choose to teach for technological outcomes in their science classrooms, then it is important that both teachers and students develop an understanding of technology, technology education and technological practice. In this way, teachers and students will develop an understanding that technology and science are two areas that can interact but are also distinct in nature.
Technology is a discipline in its own right (Mitcham, 1994) and is not a subset of other learning areas. For example, technological knowledge is not reducible to science, mathematics, or social studies learning areas. Science must not be seen as a gatekeeper for students undertaking further work in technology as this will limit students' learning in both fields. The development from, and use of, the technology curriculum will, one hopes, broaden understandings of technology and allow opportunities for enhancing the teaching and learning of both science and technology. School curricula and classroom practice can then be developed in such a way as to support the intention of the New Zealand Curriculum Framework (Ministry of Education, 1993a), Science in the New Zealand Curriculum (Ministry of Education, 1993b), and Technology in the New Zealand Curriculum (Ministry of
Technology Education in New Zealand