Insights into the intrinsic and extrinsic challenges for implementing technology education: case studies of Queensland teachers

This study, embedded within the Researching School Change in Technology Education (RSCTE) project in Queensland, Australia, aimed to gain insights into the intrinsic and extrinsic challenges experienced by teachers during the implementation of technology education within primary school settings. The official publication and launch of the Technology years 1–10 syllabus and associated curriculum materials by the Queensland Studies Authority during 2003 saw the first formal Technology curriculum for primary schools in Queensland. The Queensland Government announced that all Queensland schools were to aim for full implementation of this new Key Learning Area (KLA) by 2007. This presented a challenge for Queensland teachers as they began to understand this new KLA and subsequently, were required to implement technology education for the first time. Education Queensland released a number of different strategies that were designed to assist this implementation, including research partnerships with universities. Thus, the RSCTE project, a partnership project between Education Queensland and Griffith University included implementation research within schools. Through the identification of insights into intrinsic and extrinsic challenges, this study, while recognising the limitations of transferability beyond the case studies presented, provides suggestions to assist the implementation of technology education.