Breadcrumbs

Dr Elizabeth Reinsfield

Elizabeth Reinsfield

Director of Undergraduate and Graduate Programmes; Programme Leader (GradDipT); Senior lecturer

Keywords

Adult Education; Curriculum; Education; Education Policy; Education Research; E-Education; E-Learning; Leadership; Learning; Learning and Education; Learning Centered Leadership; Learning Environment; Learning in Science and Technology; Pedagogy; Professional Studies in Education; Psychology; Teacher Education; Teacher Professional Learning/Development; Teaching; Teaching and Learning; Teaching Ethics and Professionalism; Technology; Technology Education; Tertiary Education

Qualifications: BEd.Hons (Design and Technology); MEd.; PhD


Contact Details

Email: reinsl@waikato.ac.nz
Room: TC3.30

Papers Taught

About Elizabeth

2020: Awardee for the TEFANZ Emerging Researcher in Teacher Education Award.

2019: Awardee for the Technology Education New Zealand (TENZ): Outstanding teacher educator in technology. Member of NCEA Achievement Standard Reference Group (2019), Curriculum Essence Review Group (Technology) (2019), and the ITE Approval, Monitoring and Review Panel (Teaching Council) (2019).

2018: Nominated for Excellence in Tertiary Teaching and the Nola Campbell e-learning Excellence Awards.

Editorial Board Member: Waikato Journal of Education (2018 - to date), International Journal of Adult Vocational Education and Technology (2019).

Reviewer: Australasian Journal for Technology Education (AJoTE) (2020), International Journal of Learning and Teaching (IJLT), and PATT38, STEM2019, STEM2020, TENZ2017, TENZ2019, DATTArc20 Conferences.

Research Supervised

Examples of supervised Phd/Masters research:

  • Climate change strikes: Action to engage and empower learners
  • Setting the Bush Alight: A Local Curriculum Becomes a Living Curriculum
  • Technology teachers’ perceptions of creativity in an Intermediate school setting
  • Soso’o le fau i le fau – Join hibiscus fibre to hibiscus fibre, Unity is strength: The use of digital technology systems to enable and support critical factors for Pasifika learner success in tertiary environments

Research Interests

Liz’s research interests include cross-generational perceptions of innovation, and teachers’ engagement with and enactment of curriculum. She is a member of the NCEA Achievement Standard Reference Group, and worked on the 2019 Curriculum Essence Review Group.

In 2019, Liz led the Mātanga project - a national professional learning programme (PLP) for Early Childhood, Primary and Secondary technology teachers in New Zealand to engage with, make-meaning of, and enact the curriculum. This was particularly pertinent because of the recent curriculum revision, and consequent emphasis on Digital Technology.  As a result of this work, she was given the Technology Education New Zealand (TENZ) Award: Outstanding Teacher Educator in Technology.

Publications

Reinsfield, E. (Under review). Fostering innovative thinking in technology education: Perceptions, barriers and enablers for learning. International Journal of Technology and Design Education.

Reinsfield, E. (Under review). The potential for a future-focused curriculum in New Zealand: Strategies to navigate thresholds of understanding for practice. Contemporary research in technology education (Volume 3). Springer.

Reinsfield, E. (Under review). Thinking about the future for learning: ILE realities and possibilities. Pedagogies and partnerships in innovative learning environments: Case studies from New Zealand contexts. Springer.

Fox, W., Reinsfield, E. & Forret, M. (In Press). Technology Education in New Zealand: A guide for teachers. Routledge.

Fox-Turnbull, W. & Reinsfield, E. (In Press). Technology teacher education in New Zealand. International technology teacher education in the Asia-Pacific region.

Reinsfield, E. (2020). Time to re-conceptualise the role of secondary schools in New Zealand: Looking ahead to the future in technology education. International Journal of Adult Vocational Education and Technology. DOI: 10.4018/IJAET.2020040104

Reinsfield, E. & Fox-Turnbull, W. (2020). A new approach to professional learning and development for technology teachers in New Zealand: Developing networks of expertise. Australasian Journal of Technology Education. Retrieved from https://ajte.org/index.php/AJTE/article/view/67

Reinsfield, E., Williams, P. J. & Moye, J. J. (2020). The Legacy Project: P. J. Williams. International Technology and Engineering Educators Association. Retrieved from https://www.iteea.org/File.aspx?id=174361&v=d3974aaa

Wang, V., Torrisi-Steele, G. & Reinsfield, E. (2020). Transformative learning, epistemology and technology in adult education. Journal of Adult and Continuing Education. https://doi.org/10.1177/1477971420918602

Reinsfield, E. (2019). Technology teacher education: Best Practice. In Encyclopedia for Teacher Education. Retrieved from https://link.springer.com/content/pdf/10.1007%2F978-981-13-1179-6_161-1.pdf

Buntting, K. & Reinsfield, E. (2019). Technology teacher education in New Zealand. In Encyclopedia for Teacher Education. Retrieved from https://link.springer.com/referenceworkentry/10.1007%2F978-981-13-1179-6_164-1

Williams, P. J., Milne, L., Reinsfield, E. & Lee, K. (2019). A critical perspective on technology education in New Zealand. Journal of the Japan Society of Technology Education,  61(1), 64 -79.

Reinsfield, E. (2019). A future-focused conception of the New Zealand curriculum: Culturally responsive approaches to technology education. International Journal of Technology and Design Education. doi: 10.1007/s10798-019-09510-y

Reinsfield, E. (2019). The Mātanga project: Future-focused professional learning and development by teachers for teachers. Interface magazine. Retrieved from https://interfaceonline.co.nz/2019/02/28/the-matanga-project-pld-for-a-revised-curriculum/

Reinsfield, E. (2019). A future-focused approach to the technology education curriculum: The disparity between intent and practice. International Journal of Technology and Design Education. doi: 10.1007/s10798-019-09497-6

Reinsfield, E. (2018). Integrating Digital Technologies into the New Zealand curriculum: Future-focused and technological ways of thinking. Australasian Journal of Technology Education. http://dx.doi.org/10.15663/ajte.v5i0.64

Reinsfield, E. (2018). Secondary technology teachers’ perceptions and practice: Digital Technology and a future-focused curriculum in New Zealand. Waikato Journal of Education, 23(2), 61-74. doi: 10.15663/wje.v23i2.581.

Reinsfield, E. (2018). The uncertainty of a future-focused curriculum in New Zealand: The perceptions and practice of six secondary school technology teachers. Australasian Journal of Technology Education. Retrieved from http://www.ajte.org/index.php/AJTE/article/view/54

Reinsfield, E. (2018). The potential for a future-focused curriculum in New Zealand: The perceptions and practice of six secondary school technology teachers (Doctoral thesis). Retrieved from https://hdl.handle.net/10289/11939

Reinsfield, E. & Williams, P. J. (2018). New Zealand secondary teachers' perceptions "Technological" or "Technical" thinking.  International Journal of Technology and Design Education. DOI 10.1007/s10798-017-9418-z

Reinsfield, E. (2016). Technology education in the New Zealand context: Disparate approaches to meaning making of the curriculum and the implications for teachers’ evolving knowledge for practice. Australasian Journal of Technology Education, 3, 1-18.

Reinsfield, E. (2016). A future focus for teaching and learning: Technology education in two New Zealand Schools. Teachers and Curriculum, 16, 67-76.

Reinsfield, E. (2015). Secondary school technology education in New Zealand: Does it do what it says on the box? Teachers and Curriculum, 14, 45-51.

Reinsfield, E. (2014). Technology to Go: Book 2. Wellington, New Zealand: Ryan Publications.

Reinsfield, E. (2013). Technology to Go: Book 1. Wellington, New Zealand: Ryan Publications.

Conferences

Reinsfield, E. & Lee, K. (Under review). Exploring the technology teacher shortage in New Zealand: The implications for quality teaching and learning. DATTArc Conference, Coffs Harbour, Australia.

Reinsfield, E. (Under review). Navigating threshold concepts in Initial Teacher Education: A secondary student teacher's perspective and experiences. TEFANZ/ATEA Conference, Auckland, New Zealand.

Reinsfield, E. & Fox, W. (Abstract accepted). The Mātanga project: Developing a self-sustaining model for technology teacher education for and within the New Zealand community. Pupils Attitudes Towards Technology Conference, Turku University, Finland.

Reinsfield, E. & Fox, W. (2019, October). The Mātanga project: An opportunity for technology teachers in New Zealand to shine. Paper presented at the Technology Education New Zealand Conference. Auckland, New Zealand.

Reinsfield, E. (2018, October). A future-focused technology education curriculum in New Zealand: The implications for Initial Teacher Education Programmes. In the AATE Conference. Hamilton. New Zealand.

Reinsfield, E. (2018, October). Future-focused approaches to the New Zealand Curriculum: An integrated approach. Paper presented at the AATE Conference. Hamilton. New Zealand.

Reinsfield, E. (2018, July). A future-focused technology education curriculum in New Zealand: The implications for Initial Teacher Education Programmes. In the ATEA/TEFANZ Conference. Melbourne, Australia.

Reinsfield, E. (2017b, November). Technology education in New Zealand secondary schools: Time to realise future-focused and innovative practice. In New Zealand Association for Research in Education Conference. Hamilton, New Zealand.

Reinsfield, E. (2017a, October). Teachers’ perceptions of the technology curriculum: The influence of the school context for meaning-making and knowledge for practice. Paper presented at the Technology Education New Zealand Conference. Christchurch, New Zealand.

Fisher, A., Archard, S., Archard, S. & Reinsfield, E. (2016, November). Transitioning into initial teacher education programmes at the University of Waikato: Are students prepared and realistic about what lies ahead? In the New Zealand Association for Research in Education Conference, Wellington, New Zealand.

Reinsfield, E. (2016, October). Teachers’ perceptions of the technology curriculum: The “So what?” of meaning-making and knowledge for practice. In the Technology, Environmental, Mathematics and Science Education Research Centre Symposium, Hamilton, New Zealand.

Reinsfield, E. (2015, November). Technology teachers’ perceptions: Who’s in the driver’s seat? In the Technology, Environmental, Mathematics and Science Education Research Centre Symposium, Hamilton, New Zealand.

Reinsfield, E. & Williams, J. (2015, October). Exploring teachers’ enactment of the technology curriculum. Paper presented at the Technology Education New Zealand Conference, New Zealand. Retrieved from http://tenzcon.org/2015-conference/2015-conference-papers/

Bell, B. & Reinsfield, E. (2012, December). Becoming a culturally responsive teacher. In the New Zealand Associate for Research in Education Conference and Annual Meeting. Conference held at Hamilton, New Zealand.

Bell, B. & Reinsfield, E. (2012, November). Becoming a culturally responsive teacher. In the Culturally Responsive Research and Education Symposium. Conference held at the University of Waikato, Hamilton, New Zealand.

Seminar presentations

Reinsfield, E. (2019, September). Creative assessment options. In the Te Kura Toi Tangata Division of Education Speedy Professional Development sessions. University of Waikato, Hamilton, New Zealand.

Reinsfield, E. & Fox, W. (2019, June). The Mātanga project: A future-focused approach to professional learning and development in technology education in New Zealand. In the Te Kura Toi Tangata School of Education Colloquium. University of Waikato, Hamilton, New Zealand.

Reinsfield, E. (2018, November). A future-focused approach to the technology curriculum" Ways of thinking. In the Technology, Environmental, Mathematics and Science Education Research Centre Symposium. University of Waikato, Hamilton, New Zealand.

Reinsfield, E. (2017, November). Technology education: A future-focused curriculum? Presentation to the Central North Island Secondary School Principals Association. Hamilton, New Zealand.

Reinsfield, E. (2017, November). The uncertainty of a future-focused curriculum: The perceptions and practice of six secondary school technology teachers in New Zealand. In the Technology, Environmental, Mathematics and Science Education Research Centre Symposium. University of Waikato, Hamilton, New Zealand.

Reinsfield, E. (2016, April). Nodes for Newbies: My weekend with Nvivo. E-learning brown bag lunch, Waikato University.

Reinsfield, E. (2015, September). Back to the future: Technology Education in New Zealand. Presented at the Three Minute Thesis Competition, University of Waikato, New Zealand.

Funded research projects

Exploring the thresholds for innovation in New Zealand: Cross-generational representations of technological thinking (2020).

The Mātanga project: Exploring technology teachers’ perceptions and engagement with curriculum-focused professional learning and development (2018 - 2019).

Technology Education in New Zealand: Secondary school ILEs (The TENSZile Project) (2018).

Collaborative projects

Reinsfield, E. & Fox, W. (2018 - 2019). The Mātanga project: Exploring technology teachers’ perceptions and engagement with curriculum-focused professional learning and development.

Cooper, B., Cobb, D., Earl, K., Kay, J. M., Reinsfield, E. (2015 – date). Deciding if student teachers are ready to teach: Towards shared understandings.

Fisher, A., Archard, S., Archard, S. & Reinsfield, E. (2015- date). The big step: Transition into the tertiary context for first year initial teacher education students.

Recent Publications

  • Wang, V., Torrisi-Steele, G., & Reinsfield, E. (2020). Transformative learning, epistemology and technology in adult education. Journal of Adult and Continuing Education. doi:10.1177/1477971420918602

  • Reinsfield, E., Williams, P. J., & Moye, J. J. (2020). The legacy project: P John Williams. Retrieved from https://www.iteea.org/File.aspx?id=174361&v=d3974aaa&source=generalSearch

  • Reinsfield, E., & Fox-Turnbull, W. (2020). A new approach to professional learning and development for technology teachers in New Zealand: Developing networks of expertise. Australasian Journal of Technology Education.

  • Reinsfield, E. (2020). Time to re-conceptualize the role of Secondary Schools in New Zealand. International Journal of Adult Education and Technology, 11(2), 40-56. doi:10.4018/ijaet.2020040104

Find more research publications by Elizabeth Reinsfield