Associate Professor Wendy H Fox-Turnbull
Education; Teaching and Learning; Technology; Technology Education
From 1998-2017 Wendy taught into all technology education courses in the Bachelor, Masters and Graduate Diploma of Teaching and Learning (Primary) and Graduate Diploma of Teaching and Learning (secondary) programmes at the Christchurch College of Education and then the University of Canterbury’s College of Education post-merger in 2006. Also taught regularly into professional studies and practice, inquiry learning and assessment in education courses for primary initial teacher education programmes.
At the University of Waikato also teaches into technology education, professional studies and practice courses as well curriculum theory and science education papers. Wendy currently has six PhD students.
Research special interests include authentic learning in technology education, the role and nature of effective conversation in learning and teaching and learning approaches for the 21st Century. She has presented regularly at PATT and other international technology education conferences and published in a range of journals and books in the field of technology education.
Fox-Turnbull, W., & Reinsfield, E. (2022). The Matanga Project: Professional learning and development for Technology Teachers in New Zealand: The teachers’ perspectives.. In D. Gill, J. Tuff, T. Kennedy, S. Pendergast, & S. Jamil (Eds.), PATT39 On the edge: technology, innovation and education. Memorial University, St John's, NL, Canada. Retrieved from https://www.pattontheedge.ca/proceedings
Fox-Turnbull, W., & Reinsfield, E. (2021). Technology across boundaries: preserve or perish. International Journal of Technology and Design Education. doi:10.1007/s10798-021-09700-7
Docherty, P. D., Zaka, P., & Fox-Turnbull, W. (2021). A quantitative analysis of the short-term and mid-term benefit of a flipped classroom for foundational engineering dynamics. Research Papers in Education. doi:10.1080/02671522.2020.1864773
Docherty, P. D., Zaka, P. A., & Fox-Turnbull, W. (2021). A quantitative analysis of the short-term and mid-term benefit of a flipped classroom for foundational engineering dynamics. Research Papers in Education.. doi:10.1080/02671522.2020.1864773