In order to evaluate the effects of technological change on the taught curriculum since the 1980’s we have to unpack some important developments. This essay will focus on the developments of the taught curriculum particularly how it is enacted by teachers, and concurrently the technological changes that have brought about those developments. To do this well, we will need to cover quite a bit of ground concerning the motivations, purposes and effects of curriculum development as a response to technological change. In the grand scope of this essay it will be fairly straight forward to map out the motivations and purposes that have directly influenced the trajectory of curriculum development in New Zealand as these are explicitly set out in
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99). The curriculum review of 1986 is significant because it points to a growing awareness of the government and the public about the issues that were present in education at the time. Some of the issues highlighted in the public consultation of around 20,000 submissions were, whether or not the content of the curriculum was relevant and useful for all people and the recognition that there were inherent inequalities in the education systems that affected students adversely in some cases. In 1988 the government developed a national curriculum statement that “set out a draft curriculum framework” (McGee, 2001). The draft curriculum framework was an attempt to put meat on the 1986 review; however McGee (2001) laments that despite this decade of documents none of the reviews were in fact implemented.
In many ways curriculum development in the 1990’s was a continuation of the 1980’s with more reports being developed by the Ministry of Education and its partners. These reports include Tomorrow’s Standards (Ministry of Education, 1990) which focused on the issues of assessment in schools. The National Curriculum of New Zealand (Ministry of Education, 1991) was an attempt to create a cohesive framework for learning and assessment in New Zealand