The editors work together at the University of Waikato in New Zealand. John Williams is a professor and Director of the Technology, Environmental, Mathematics and Science Education Research Centre at the University of Waikato in New Zealand, where he teaches and supervises research students in technology education. His current research interests include mentoring beginning teachers, PCK, and electronic assessment of performance. In 2011 he was elected to the International Technology and Engineering Education Association’s Academy of Fellows for prominence in the profession. Alister Jones is a Research Professor and Deputy Vice-Chancellor of the University of Waikato. Prior to this he was Dean of Education and the Director of the Wilf Malcolm Institute of Educational Research and the Centre for Science and Technology Education Research. He contributed significantly to the development of the technology curriculum in New Zealand, and has published extensively in technology and science education as well as general education. He is Director of a number of companies, including Cognition Education Limited, and Managing Director of the Australasian Science Education Research Association Limited. Cathy Buntting has a background in biochemistry and biotechnology research and teaching and a PhD in education. She holds a senior research position within the University of Waikato, New Zealand, and currently manages the internationally recognised Biotechnology and Science Learning Hubs. Her research interests focus on how digital technologies can transform science and technology teaching and learning, and on the development of science and technology education policy.

“There is a good balance of bringing to the table what is already known and what we need to do to evolve from this. As a consequence, the enthusiastic tone is inviting and encourages reader reflection. … This is a book which should be read by all concerned with the sustainability of technology as a curriculum entitlement. … It is a ‘must read’ for educational researchers and practitioners, irrespective of experience.” (Nigel Zanker, Design and Technology Education, Vol. 21 (2), June, 2016)

• Chapter 1 The more things change, the more (some) things stay the same.- Chapter 2 ‘Seeing’ and ‘interpreting’ the Human-Technology phenomenon.- Chapter 3 Theorising technology education from a cultural-historical perspective: Foundations and future imaginings.- Chapter 4 Indigenous technology in Technology Education curricula and teaching.- Chapter 5 The Pedagogical Ecology of Technology Education: An Agenda for Future Research and Development.- Chapter 6 Conversations to Support Learning in Technology Education.- Chapter 7 Assessment: feedback from our pasts, feedforward for our futures.- Chapter 8 Developing a technology curriculum.- Chapter 9 Developing a Deeper Understanding of Design in Technology Education.- Chapter 10 The Alignment of Technology with Other School Subjects.- Chapter 11 Vocational and General Technology Education.- Chapter 12 Technology Education and Developing Countries.- Chapter 13 Politics and Policy.- Chapter 14 Research Challenges for the Future.- Chapter 15Much remains to be done.

The editors work together at the University of Waikato in New Zealand. John Williams is a professor and Director of the Technology, Environmental, Mathematics and Science Education Research Centre at the University of Waikato in New Zealand, where he teaches and supervises research students in technology education. His current research interests include mentoring beginning teachers, PCK, and electronic assessment of performance. In 2011 he was elected to the International Technology and Engineering Education Association’s Academy of Fellows for prominence in the profession. Alister Jones is a Research Professor and Deputy Vice-Chancellor of the University of Waikato. Prior to this he was Dean of Education and the Director of the Wilf Malcolm Institute of Educational Research and the Centre for Science and Technology Education Research. He contributed significantly to the development of the technology curriculum in New Zealand, and has published extensively in technology and science education as well as general education. He is Director of a number of companies, including Cognition Education Limited, and Managing Director of the Australasian Science Education Research Association Limited. Cathy Buntting has a background in biochemistry and biotechnology research and teaching and a PhD in education. She holds a senior research position within the University of Waikato, New Zealand, and currently manages the internationally recognised Biotechnology and Science Learning Hubs. Her research interests focus on how digital technologies can transform science and technology teaching and learning, and on the development of science and technology education policy.

“There is a good balance of bringing to the table what is already known and what we need to do to evolve from this. As a consequence, the enthusiastic tone is inviting and encourages reader reflection. … This is a book which should be read by all concerned with the sustainability of technology as a curriculum entitlement. … It is a ‘must read’ for educational researchers and practitioners, irrespective of experience.” (Nigel Zanker, Design and Technology Education, Vol. 21 (2), June, 2016)

• Chapter 1 The more things change, the more (some) things stay the same.- Chapter 2 ‘Seeing’ and ‘interpreting’ the Human-Technology phenomenon.- Chapter 3 Theorising technology education from a cultural-historical perspective: Foundations and future imaginings.- Chapter 4 Indigenous technology in Technology Education curricula and teaching.- Chapter 5 The Pedagogical Ecology of Technology Education: An Agenda for Future Research and Development.- Chapter 6 Conversations to Support Learning in Technology Education.- Chapter 7 Assessment: feedback from our pasts, feedforward for our futures.- Chapter 8 Developing a technology curriculum.- Chapter 9 Developing a Deeper Understanding of Design in Technology Education.- Chapter 10 The Alignment of Technology with Other School Subjects.- Chapter 11 Vocational and General Technology Education.- Chapter 12 Technology Education and Developing Countries.- Chapter 13 Politics and Policy.- Chapter 14 Research Challenges for the Future.- Chapter 15Much remains to be done.

The editors work together at the University of Waikato in New Zealand. John Williams is a professor and Director of the Technology, Environmental, Mathematics and Science Education Research Centre at the University of Waikato in New Zealand, where he teaches and supervises research students in technology education. His current research interests include mentoring beginning teachers, PCK, and electronic assessment of performance. In 2011 he was elected to the International Technology and Engineering Education Association’s Academy of Fellows for prominence in the profession. Alister Jones is a Research Professor and Deputy Vice-Chancellor of the University of Waikato. Prior to this he was Dean of Education and the Director of the Wilf Malcolm Institute of Educational Research and the Centre for Science and Technology Education Research. He contributed significantly to the development of the technology curriculum in New Zealand, and has published extensively in technology and science education as well as general education. He is Director of a number of companies, including Cognition Education Limited, and Managing Director of the Australasian Science Education Research Association Limited. Cathy Buntting has a background in biochemistry and biotechnology research and teaching and a PhD in education. She holds a senior research position within the University of Waikato, New Zealand, and currently manages the internationally recognised Biotechnology and Science Learning Hubs. Her research interests focus on how digital technologies can transform science and technology teaching and learning, and on the development of science and technology education policy.

“There is a good balance of bringing to the table what is already known and what we need to do to evolve from this. As a consequence, the enthusiastic tone is inviting and encourages reader reflection. … This is a book which should be read by all concerned with the sustainability of technology as a curriculum entitlement. … It is a ‘must read’ for educational researchers and practitioners, irrespective of experience.” (Nigel Zanker, Design and Technology Education, Vol. 21 (2), June, 2016)

• Chapter 1 The more things change, the more (some) things stay the same.- Chapter 2 ‘Seeing’ and ‘interpreting’ the Human-Technology phenomenon.- Chapter 3 Theorising technology education from a cultural-historical perspective: Foundations and future imaginings.- Chapter 4 Indigenous technology in Technology Education curricula and teaching.- Chapter 5 The Pedagogical Ecology of Technology Education: An Agenda for Future Research and Development.- Chapter 6 Conversations to Support Learning in Technology Education.- Chapter 7 Assessment: feedback from our pasts, feedforward for our futures.- Chapter 8 Developing a technology curriculum.- Chapter 9 Developing a Deeper Understanding of Design in Technology Education.- Chapter 10 The Alignment of Technology with Other School Subjects.- Chapter 11 Vocational and General Technology Education.- Chapter 12 Technology Education and Developing Countries.- Chapter 13 Politics and Policy.- Chapter 14 Research Challenges for the Future.- Chapter 15Much remains to be done.