Technology Education New Zealand (TENZ) is a non profit professional, collaborative association, promoting and supporting all levels of technology education in Aotearoa New Zealand.
TENZ is organised by teachers for teachers and our aim is to enhance the learning and teaching of technology by creating a well informed, well connected, supportive, and sustainable professional community that has a strong voice and provides effective advocacy for technology education.
To achieve our aims, we need the support of as many teachers as possible. So join us, and help grow and strengthen our national network supporting and promoting technology education across Aotearoa New Zealand.
At TENZ - Technology Education New Zealand, we are committed to upholding the following organisational values within an Aotearoa New Zealand environment. TENZ embarked on an exciting journey to explore and refine their values, with a process that was built on extensive consultation and collaboration. With a strong focus on people, we engaged with a wide range of stakeholders to gather feedback and insights, which were then carefully considered to develop our values. The result is a set of values that truly reflect the needs and aspirations of TENZ, creating a sense of ownership and connection for all involved. This inclusive approach has fostered a strong sense of community within TENZ, and has helped to create a positive and supportive culture that is focused on the members it serves. Below we outline the values of TENZ and how these values are fundamental to the kaupapa of TENZ:
Auahatanga epitomises the concepts of creativity, problem-solving, and adapting to new situations. It is a valuable skill set that is essential for success in the constantly changing and evolving world of technology and for continued growth within TENZ.
- Auahatanga encompasses the ability to generate unique and original ideas, concepts, and solutions. It is the ability to think outside the box and come up with innovative and imaginative ways to approach problems or challenges. It requires an open mind and a willingness to explore new ideas and perspectives, as well as a sense of curiosity and a desire to learn.
- Auahatanga involves the ability to analyse complex issues, identify underlying problems, and develop effective solutions. It requires critical thinking, logical reasoning, and the ability to consider multiple perspectives and approaches. It also involves being adaptable and flexible in one's thinking, and the willingness to revise and adjust solutions as new information becomes available.
- Auahatanga comprises the ability to be flexible and resilient in the face of change and uncertainty. It requires the ability to learn from experience and apply that knowledge to new situations. It involves being open to new ideas and perspectives, and being willing to challenge one's assumptions and beliefs.
In summary, by embracing the principles of creativity, problem-solving, and adapting to new situations, TENZ can create a culture of innovation, collaboration, and growth that can lead to greater progress.
Whakawhanaungatanga encapsulates the concepts of building and maintaining relationships. It is a term that encompasses the values, attitudes, and practices that underpin social interaction.
- Whakawhanaungatanga is about establishing connections, developing trust, and building mutual respect between individuals or groups. It involves the sharing of stories, knowledge, and experiences, as well as the expression of empathy, warmth, and generosity. Whakawhanaungatanga recognises that building strong relationships takes time and effort, and that it requires a commitment to ongoing communication and dialogue.
- Whakawhanaungatanga is seen as a way of establishing common ground and creating a sense of belonging. It is also a way of recognising and valuing diversity, and of promoting understanding and tolerance between different groups.
- Whakawhanaungatanga is a way of building tuakana-teina mentoring relationships where the tuakana (experienced person) provides guidance, support, and advice to the teina (less experienced person), helping them to develop their skills, knowledge, and confidence. In return, the teina shows respect and gratitude to the tuakana, and strives to learn and grow from their mentorship.
- Whakawhanaungatanga is intertwined with whanaungatanga, whereby we ensure we maintain the relationships we do build. As well as recognising the interconnectedness of all people and emphasising the need to work together and support one another.
In summary, we live in a diverse and interconnected world, therefore building strong relationships is critical for success in personal and professional settings. By embracing the values and practices of whakawhanaungatanga, TENZ can foster a culture of respect, trust, and collaboration that creates both positive and productive outcomes for members.
Rangatiratanga embodies the ideas of leadership and authority. This refers to the idea of taking responsibility for the well-being and success of TENZ and its people.
- Rangatiratanga within TENZ aims to create an environment in which everyone can thrive. It involves establishing clear goals and objectives, communicating effectively with team members, and empowering them to make decisions and take ownership of their work.
- Rangatiratanga within TENZ works to foster a sense of connection and belonging among team members. This means recognising and valuing the unique strengths and perspectives that each person brings to the table, and creating opportunities for everyone to contribute and be heard.
- Rangatiratanga consists of leading by example and modelling the behaviour that you want to see in others. This means being accountable, transparent, and ethical in your decision-making and actions, and treating people with respect and dignity.
- Rangatiratanga within TENZ involves whakaaweawe where we foster a culture of accountability and responsibility within TENZ. In doing so, recognising the impact of one's actions and decisions on others, taking ownership of mistakes or shortcomings, and making a commitment to do better in the future.
In summary, Rangatiratanga is a powerful concept that is deeply ingrained in TENZ. By embracing the values and practices associated with rangatiratanga, we can create a culture of collaboration, empowerment, and mutual respect that can lead to greater success and well-being for everyone involved.
Ako refers to a reciprocal learning relationship, where both the kaiako and the ākonga take an active role in the learning process. For TENZ the concept of ako can be applied in a number of ways.
- Ako within TENZ involves fostering a culture of continuous learning. TENZ does this by creating opportunities for individuals to learn from each other, share knowledge and experiences, and develop new skills and competencies. By embracing the principle of ako, we can encourage people to take ownership of their learning and development, and to seek out opportunities to learn from their colleagues and peers.
- Ako involves building strong relationships and fostering a sense of community within TENZ. This involves recognising the unique strengths and perspectives that each person brings to the table, and creating opportunities for everyone to contribute and be heard. By embracing the value of ako, we can create a culture of mutual respect, trust, and collaboration, where everyone is valued and appreciated for their contributions.
- Ako can be used to support and develop future leaders within TENZ. This involves identifying individuals with leadership potential, and providing them with opportunities to learn from experienced leaders. By embracing the principle of ako, we can create a culture of tuakana-teina, where future leaders are given the support and guidance they need to succeed.
In summary, the value of ako is integral to how TENZ operates. By embracing reciprocal learning, community building, and leadership development, TENZ can create a culture of continuous learning, collaboration, and mutual respect that can lead to greater success and well-being for everyone involved.
Kaitiakitanga encapsulates the idea of "guardianship" or "stewardship". Within TENZ, kaitiakitanga refers to the responsibility that we have to protect and care for people, places, and TENZ as a whole to ensure that our subject association is preserved for future generations. Within TENZ kaitiakitanga can be applied in multiple ways.
- Kaitiakitanga entails fostering a culture of organisational responsibility within TENZ. This involves encouraging all members to help contribute and take care of TENZ for those educators who will come after.
- Kaitiakitanga involves promoting sustainable practices within TENZ. This involves developing policies and procedures that prioritise sustainability and responsibility, encouraging people to embrace these practices in their work.
- Kaitiakitanga encompasses promoting a culture of social responsibility within the organisation. TENZ recognises the importance of fostering equity by explicitly ensuring that everyone involved with the organisation is treated equitably and with respect.
- Kaitiakitanga within TENZ embraces the value of mōhiotanga, the idea of being knowledgeable and understanding. Whereby TENZ will consistently work to develop a deeper understanding of the various needs and perspectives of members and their needs in order to ensure TENZ continues to have a future focus.
In summary, the concept of kaitiakitanga can shape both the present and future of TENZ. By embracing the principles of organisational responsibility, sustainability, and equity, TENZ can help to create a better future for existing and future members.
Mahi tahi is a value that focuses on working together and collaboration. Within TENZ, mahi tahi refers to the importance of building a culture of teamwork, cooperation, and collective effort.
- Mahi tahi involves encouraging individuals to work together towards a common goal. This is done by recognising the strengths and skills of each individual, and including these to achieve better outcomes for the organisation as a whole.
- Mahi tahi includes promoting a culture of trust and respect within TENZ. This involves creating an environment where members feel comfortable sharing their ideas and opinions, and where everyone is encouraged to contribute to the collective effort.
- Mahi tahi embraces fostering a sense of accountability and responsibility within the organisation. This involves recognising that everyone has a role to play in achieving organisational goals, and that everyone is responsible for their own performance and contributions to the collective effort.
- Mahi tahi also consists of tika and pono, whereby being honest, sincere, and authentic in one's words and actions, and upholding the values as a whole with integrity and respect is important.
In summary, by building a culture of collaboration and collective effort, TENZ can create an environment where members feel valued, respected, and empowered to achieve their best work. This can lead to better outcomes for the technology educators as a whole, and can contribute to a sense of pride and accomplishment among all.
To enhance the learning and teaching of technology education by supporting and promoting all levels and areas of technology education in Aotearoa New Zealand.
TENZ does this by creating a well informed, well connected, supportive, and sustainable professional community that has a strong voice and provides effective advocacy for technology education.
The aims of TENZ shall be:
- foster the development of technology education in Aotearoa New Zealand
- support professional, curriculum, and resource development in technology education
- develop and maintain national and international links between those working in technology education and with the wider technological community
- encourage and support research in technology education
- organise a national, biennial technology education conference
- work closely with other subject associations for mutual benefit of technology education.
TENZ will promote, support, and sustain:
- quality teaching and learning in technology education
- contemporary technology education as a key component of a broad and balanced curriculum
- research in the field of technology education
- understanding of technology education in the wider education and general communities, and
- technology education as a conduit to technology-related careers and tertiary study.
TENZ - Technology Education New Zealand acknowledge Māori as the tangata whenua of Aotearoa and is committed to upholding the principles of Te Tiriti o Waitangi.
Technology Education New Zealand (TENZ) was established in 1996 to foster the development of technology education in Aotearoa New Zealand schools.
In 1997 Dr Alister Jones, now Senior Deputy Vice Chancellor of Waikato University, established the original TENZ Trust Board and in 2005 Alister initiated the change from Trust Board to a member-elected TENZ Council, of which Alister was the first chair.
In its early years, administrative and financial services were provided for TENZ by the Royal Society of New Zealand (RSNZ) and then, in 2006, TENZ moved its administrative base from the RSNZ to the Institute of Professional Engineers New Zealand (IPENZ) now, as of 2017, called Engineering New Zealand (ENZ).
TENZ is constituted as a Technical Interest Group (TIG) within ENZ who continue to provide administrative and financial services for the association and with whom we share goals for the ongoing development and promotion of technology education within Aotearoa New Zealand.
As part of our 30th birthday celebrations, we are working on expanding on this section! See https://tenz.org.nz/30th-anniversary-of-tenz/
Ko wai mātou | Who we are
Kaiārahi
Kaiārahi is a Māori term meaning navigator or leader. Our Kaiārahi are leaders in the technology & hangarau education field and are helping to shape the future of learning in Aotearoa New Zealand.
What Does a Kaiārahi Do?
- Support Schools and Teachers: Work directly with schools and kura to help teachers understand and implement new technology education initiatives .
- Develop Resources: Create tailored educational materials and resources that cater to the specific needs of various schools, helping them navigate new educational frameworks.
- Facilitate Professional Development: Organise and lead workshops and webinars to provide ongoing professional development for educators, ensuring they are well-equipped to deliver high-quality technology education.
- Build Networks: Foster relationships between schools, educators, and industry professionals through networking events and forums, promoting collaboration and the sharing of best practices.
- Advocate and Represent: Liaise with key stakeholders, including the Ministry of Education and other subject associations, to advocate for the needs of the technology education sector.
- Engage in our Online AKO Space: Ensure productive and respectful discussions within online forums, facilitating the exchange of knowledge and support among educators.
Contact them at [email protected]
Pip Osborne (she/her)
Kaiārahi
Pip Osborne is an experienced educational leader with a background spanning technology education, curriculum development, tertiary teaching, industry engagement, and business. She holds a Graduate Diploma in Secondary Education from Massey University and a Bachelor of Design. Pip currently lectures in Senior Secondary Technology within the Faculty of Education and Social Work at the University of Auckland, supporting the next generation of Technology teachers.
Alongside her Kaiārahi role, Pip contributes to a range of national curriculum and assessment projects, including work with the Ministry of Education and Industry Skills Boards to help shape learning pathways and qualifications. She previously served as an NCEA Implementation Facilitator for Technology with the Ministry of Education, and as Learning Area Leader of Technology and Future-Focused Learning Leader at Matamata College, where she led curriculum innovation, Kāhui Ako collaboration, and teacher development.
Earlier in her career, Pip worked as a Production Designer at TVNZ before establishing and leading two successful early childhood education centres and later owning and rebranding a hospitality business. These diverse experiences continue to inform her practical, learner-centred approach to education.
Grounded in the values of integrity, equity, creativity, and purpose, Pip is recognised as a strategic change leader who brings people together to design practical solutions for complex educational challenges. She is passionate about strengthening Technology education, building leadership capability, and ensuring young people have equitable access to the knowledge and skills needed to thrive in an evolving future.
Ruth Lemon (she/her)
Kaiārahi
Ruth Lemon is a researcher, educator, and curriculum developer with a longstanding interest in technology education, teaching and learning, and hangarau curriculum design. Her research focuses on hangarau education, exploring how curriculum and classroom practice intersect to support meaningful learning experiences.
Her doctoral research documented the development of the Hangarau curriculum while capturing the perspectives of the curriculum writers as they navigated the opportunities and challenges of developing an Indigenous technology curriculum.
Alongside her research, Ruth works with TENZ, contributing to curriculum development, professional learning, and the creation of resources that support kaiako across Aotearoa. She enjoys translating research into practical classroom resources, with projects such as Wiriwiri and Kina, and HOHI 1816 reflecting this commitment.
Over more than twenty years, Ruth has taught across Māori-medium, English-medium, and international settings, including at Newton Central School and in Huarahi Māori initial teacher education at Waipapa Taumata Rau. These experiences continue to shape her interest in curriculum innovation, authentic learning, and the relationship between research and classroom practice.
TENZ Kaunihera o te Motu | National Council
TENZ is managed by its Kaunihera o te Motu (National Council), members of which are elected by financial members of the association.
Council positions are for two years. Information about the current Kaunihera o te Motu (National Council) can be found here.
Hamish Johnston (he/him)
Heamana
Chair
Poutakawaenga mō te Pūtake Rangatiratanga
Facilitator for the Rangatiratanga Principle
Hamish holds a Graduate Diploma in Teaching and Learning (Secondary) and a Bachelor of Science in Computer Science. Currently the Head of the Technology Department at Ellesmere College, he teaches Digital Technologies and Technology. His background includes teaching NCEA Digital Technology and Product Design, as well as Year 7–10 Design and Visual Communication, Food Technology, Hard Materials, Biotechnology, and Social Studies. Alongside his departmental leadership, he has served as Leader of Learning – Wellbeing, Assistant Head of Faculty, Marketing Team Lead, and Transition Data Coordinator. At his core, Hamish is passionate about technology and dedicated to seeing ākonga learn and succeed.
Beyond the classroom, Hamish serves as the Waitaha Canterbury PPTA Regional Secretary. He is a co-author of the published research paper “Belonging and adjustment for LGBTQ+ and non-LGBTQ+ students during the social transition to university” and was awarded the Asia New Zealand Foundation Advocate for Inclusion and Diversity Award at the 2018 Canterbury Youth Awards.
Hamish embraces change and brings genuine energy to his work with TENZ. His commitment to supporting kaiako both within his own kura and across Aotearoa mirrors TENZ’s core values, particularly through his involvement with the Curriculum and Assessment Change Programme.
Sarah Washbrooke (she/her)
Heamana Tuarua
Deputy Chair
Poutakawaenga mō te Pūtake Auahatanga
Facilitator for the Auahatanga Principle
Sarah has been teaching Technology for thirty years in the UK and NZ after completing her BA (Hons) Industrial Design and Technology degree. She has led teams and facilitated professional learning for teachers in different areas of STEAM & Technology. Sarah has taught a wide range of ages, needs and cultures in different school environments as a Technology specialist.
She is always ready to develop her understanding and knowledge in Technology and has taken part in many PLD projects, including the MoE Resource development and facilitation project, regional hub leader for Kia Takatū ā-Matihiko, TENZ's Matanga project and Day of AI Aotearoa. She contributes to educational research related to Technology education. In 2020, Sarah was the first Technology teacher in NZ to receive the Prime Minister’s Science Teacher prize.
Recently her focus has been to support teachers with weaving technology learning areas and other curriculum subjects into engaging, authentic programs of learning in Technology, one example is supporting the Samsung Solve for Tomorrow competition alongside MOTAT. Currently, she is a Technology resource writer for Te Aho o Te Kura Pounamu, a teaching fellow in Technology Education at the University of Waikato and supports curriculum and resource development as a Technology advisor.
Within TENZ Sarah is responsible for:
- Liaising with industry sector and technology education providers;
- Coordinating TENZ Resource production and Professional Development programs;
- Represent and promote TENZ and technology education, at national and international conferences and industry meetings
Mike Forret (he/him)
Heamana Tuarua
Deputy Chair
Poutakawaenga mō te Pūtake Mahi tahi
Facilitator for the Mahi tahi Principle
Mike has been involved in technology education in New Zealand since its beginning in 1992. He was involved in writing the early versions of the Technology Curriculum and was one of the teacher educators at the University of Waikato who prepared the initial 'wave' of facilitators to introduce the 1995 Technology Curriculum. Mike began in education as a science and physics teacher and subsequently worked in initial teacher education for over 20 years, initially at Hamilton Teachers' College and then at the University of Waikato where he taught pre-service teacher education courses and supervised postgraduate research in technology and science education.
In 2019 Mike was awarded the Technology Education New Zealand (TENZ) Outstanding Teacher Educator in Technology award. Mike retired from the university in 2016 but continues his long standing involvement with TENZ where he has served as deputy chair since 2018. Mike is also director of a web services and development company.
Within TENZ Mike is responsible for:
- Managing TENZ’s finances;
- Coordinating sub-contractors;
- Maintaining TENZ’s digital assets
Katy Cottrell (she/her)
Heamana Tuarua
Deputy Chair
Poutakawaenga mō te Pūtake Whakawhanaungatanga
Facilitator for the Whakawhanaungatanga Principle
Katy has a BA Hons in Graphic Communication, PGCE in Secondary Technology Education, Masters of Fine Arts with a Design Endorsement, and currently studying a PhD with Victoria University Wellington. Her current research is looking at Creative-led practice within the traditional craft of marquetry.
Katy has 17 years of Secondary Technology teaching experience, predominantly in the Hard materials/Product Design space. Been a Deputy Principal, Acting Principal and a Principal's nominee. Currently and over the past 7 years she has also trained Secondary Technology teachers at Victoria University Wellington as a part-time Lecturer.
In her spare time she is learning Te Reo Māori and likes to create marquetry and woodworking pieces.
Within TENZ Katy is responsible for:
- Overseeing TENZ membership;
- Developing and coordinating TENZ's marketing & communications
- Health & Safety
- Tertiary education (initial teacher training)and vocational education.
Isabel Rangiwananga(she/her)
Heamana Tuarua
Deputy Chair
Poutakawaenga mō te Pūtake Ako
Facilitator for the Ako Principle Principle
Isabel has been teaching Technology for fifteen years in New Zealand and The Cook Islands. She has completed a Bachelor of Fine Arts, Postgraduate Diploma in Design, and Postgraduate Diploma in Teaching (Secondary). Isabel has taught across The Arts and Technology subjects in secondary and area school environments. Her specialties are painting and design, and digital, food, and fabric technologies.
Isabel has a special interest in Hospitality following a 10 year career in the industry before becoming a teacher. She is currently Teacher in Charge of Hospitality at Mahurangi College, and the PPTA Executive Representative for Northland.
Within TENZ Isabel is responsible for:
- Hospitality assessment development and quality control
- Forums
Lisa Byers (she/her)
Kapa Rawa
Resources Team
Kapa Ako Ngaiotanga
Professional Learning Team
Lisa is an experienced primary teacher and team leader within her current kura. She brings a generalist teaching perspective to the TENZ council and has a keen interest in authentic integration and supporting teachers to integrate technological areas across their classroom programme and school year.
Lisa was a Regional Facilitator for Digital Technology under the mentorship of Kia Takatū-a-Matihiko. She was actively involved in the early implementation of Digital Technology and supported across the Ōtākou Region and Nationally to learn about and integrate Digital Technology into their classroom programmes. Most recently, Lisa has been using Project Based Learning and STEAM based approaches to integrate Design Thinking into her teaching.
Lisa has a special interest in Te Ao Māori and Te Reo. She aims to ensure that Māori akonga and mātauranga within Hangarau education are valued and explicit across kura within Aotearoa. This is an ongoing personal learning journey and as such Lisa continues to ensure that Te Ao Māori and tikanga are integrated into learning contexts.
Stuart Rankin (he/him)
Kapa Rawa
Resources Team
Currently operating as a Specialist STEM teacher at a large primary school and with over twenty years of experience teaching students from Y1 to Y6, Stuart is a highly qualified teacher who strives to generate enthusiasm for learning by creating individual connections and motivators. He uses interactive learning to empower students and offers fun and educational lessons, as well as hands-on STEM activities.
Stuart works to develop, plan, and deliver safe and educational STEM lessons to students aged 5-11, as well as integrating modern, innovative, and creative learning strategies to increase classroom engagement. He has helped children reach their full potential across a range of STEM subjects by using a blend of modern and traditional teaching techniques. Stuart highlights student achievements to build their confidence and encourage continued growth, and he coordinates educational school trips, local and national competition entries, STEM workshops, and events to broaden student learning.
Within TENZ Stuart is responsible for:
- Developing resources;
- Building knowledge around STEM and learning area collaboration;
- Sourcing and supporting learning opportunities across all technological learning areas.
Nan Walden-Moeung (she/her)
Te Aitanga a Māhaki
Poutaki o ngā Momo Karahipi
Grants, Scholarships, and Awards Manager
Nan has been teaching Technology education for 19 years, since 2005, Head of Fashion and Textiles Design at Hutt Valley High School 2005 - 2016, Head of Technology at St Catherine’s College Wellington 2017-2018, Learning Area Lead Technology at St Mary's College Wellington, Design and Evaluation Lead Technology at Wellington East Girls College and now Design and Evaluation Lead of Te Ao Maori at Wellington East Girls College.
She has been studying and learning her whole career and holds A diploma of Fashion Design, A Bachelor of Design, A certificate in Digital media, a Certificate in Te Reo Maori, A diploma of Maori Tikanga and is currently on sabbatical for 2024 to complete her Masters of Design in contemporary Kakahu/Korowai and how it raises Maori achievement in secondary schools.
Nan’s passion lies within the creation of contemporary Maori garments and the evolution of this art form. She pushes the boundaries of how this art form is perceived and enables her students to develop and find a love for these traditional and contemporary materials and techniques.
In her spare time she enjoys creating contemporary Maori cloaks as gifts for schools in her community. She has had success also in entering these garments in design competitions such as Hokonui fashion design awards and the Molly Morpeth Cannaday art award.
She has been the recipient of two TENZ awards, Outstanding Teacher in Technology Education and Subject Leader in Technology Education and a postgraduate TENZ scholarship which has helped her towards completing her Masters.
Nan has been the recipient of the 2026 Prime Minister’s Science Teacher Prize which she received for being an outstanding and innovative educator. She was recognised for her engagement with her students and her ability to encourage and create opportunities for them to design and create.
Nan is also a finalist in the 2026 World of WearableArt Show for her creation which was completed in collaboration with her mother, Jann.
Within TENZ Nan is responsible for:
- Grants, Scholarships, and Awards Coordinator
Jo Rea (she/her)
Kapa Rawa
Resources Team
Kapa Ako Ngaiotanga
Professional Learning Team
Jo is a STEAM (Science, Technology, Engineering, Arts and Maths) specialist teacher working across two primary schools in Tāmaki Makaurau. She brings practical classroom expertise to the TENZ council and is passionate about supporting teachers to authentically integrate Hangarau and STEAM across the curriculum.
Previously a Digital Technologies specialist, Jo has led professional learning for teachers throughout Australia and New Zealand. Her particular interests include digital citizenship and safety, design thinking, artificial intelligence, animation and 3D modelling at the primary level, with a focus on making emerging technologies engaging and accessible for young learners.
Jo is passionate about connecting Kiwi innovators and ingenuity with learning. She believes primary school students don’t believe in the impossible and are among the greatest innovators. In the last year, she has dived into the world of food technology and gardening in partnership with the community meals programme Kai4Communities, sewing aprons and stretching her practice across all areas of the technology curriculum.
In her personal life, Jo is a mum of two little ones, a lover of craftanoons and long walks on the beach.
Kate Rhodes (she/her)
Kapa Whakatairanga, Whakawhitinga
Marketing & Communications Team
Tertiary Education Manager
Poutaki o te Mātauranga Mātātoru
Kate Rhodes is a Teaching Fellow at the University of Waikato, based at the Tauranga campus. Before moving into tertiary education, she taught at primary schools across year levels 2 - 8.
Her teaching passions centre on helping learners and teachers make meaningful connections with digital technologies. She is particularly interested in authentic integration, where digital technologies enhance learning across curriculum areas rather than being taught in isolation. At the University of Waikato, Kate teaches across digital technology, technology education, mathematics, and science, supporting future teachers to develop confidence and capability in these areas.
Kate's research focuses on STEM, digital technology education, computational thinking, and equitable participation in technology-rich learning. She has a particular interest in supporting underrepresented groups in digital technology and exploring ways to make computational thinking accessible, engaging, and relevant for all learners (but particularly girls). Currently undertaking a PhD, Kate is exploring the factors that influence primary school girls' motivation and engagement in computational thinking. Her research reflects a broader interest in inclusion, and ensuring that all learners see themselves as capable participants in digital futures.
Julie Planner (she/her)
Kapa Rawa
Resources Team
Michael Daffon (he/him)
Michael has been teaching since 2006, having completed his PGCE in Secondary Education at Southampton University in 2007.
Trained in the UK in Computing and ICT originally, he attended Portsmouth University and gained both an HND and Degree in Computer Animation.
Michael has taught in both mainstream/state and private education in the UK and has taught in Guernsey and New Zealand.
Michael transitioned into teaching Design Technology in 2014, and has taught Hard/Resistance Materials, Graphics/Product Design, Food and Textiles.
Michael has held roles as acting HoD for Computing in two different UK schools as well as being HoD for Design Technology in Farnborough UK from 2024 to 2026, where he rebuilt a Technology department from the ground up, as well line managing a technician, trainee teacher and 2 members of Health & Social care staff.
Michael has a keen interest in working with different materials, sustainability along with Health & Safety/Machine training. In his spare time, Michael enjoys ParkRun, attending the Gym as well as building lego sets and having game nights with friends. He currently lives in Wellington with his two rescue cats, Jack and Maddie.
Hannah Woods (she/her)
Hannah is a newly “re-trained” Technology kaiako currently in her second year of teaching (Pre-certified teacher).
Having completed a Graduate Diploma in Teaching (Secondary) at Waipapa Taumata Rau / The University of Auckland at the end of 2025, Hannah secured a full time position at Māngere College as a specialist classroom teacher for junior & senior Fashion classes (MPT/textiles) and junior food technology classes, here she is establishing a strong grounding in this challenging and dynamic profession.
Hannah comes with a diverse background that encompasses over 20 years experience as a freelance Costume technician and Costume designer for Film, Television, Theatre & Dance.
This includes a Bachelor of Performing and Screen Arts specialising in Production Design and Management (Unitec).
With the guidance of key mentors and colleagues Hannah has also stepped into the PPTA Chairperson role for the MC branch and has been appointed NETs (Network of Establishing Teachers) representative for PPTA TMAC (Tāmaki Makaurau region).
“Knowledge isn’t knowledge unless it is shared”.
Michael Moore (he/him)
Michael Moore is the Head of Faculty – Technology at St Peter’s Cambridge, bringing 13 years of secondary school teaching experience to the role.
Originally from Yorkshire, UK, Michael grew up on a dairy, beef, and sheep farm, an environment that inspired his practical, hands-on approach to learning and problem-solving. His passion for design and manufacturing was sparked during his own schooling at a technology-specialist public school, where he first experimented with laser cutting when it was still a cutting-edge, state-of-the-art technology. He went on to study a BA in Architecture and the Built Environment before completing his Postgraduate Certificate in Education.
Michael has extensive experience teaching across all secondary levels (Years 7–13), covering GCSE, iGCSE, Advanced Level, and NCEA Achievement and Unit Standards. While his teaching background includes diverse areas such as food and electronics, his primary passion lies in Product Design and Resistant Materials, with a particular enjoyment of creating CAD/CAM items with 3D printers and laser cutters.
Having frequently worked in under-resourced areas, Michael is highly adept at preparing creative, engaging schemes of learning under constraints—including designing lessons around scrap materials. He finds pupil-driven, multi-material projects highly rewarding to teach because they allow students to build tailored, practical skills.
Having completed extensive health and safety training in the UK and developed best practice in his current setting, Michael is keen to improve processes and provide clarity in workshop practice across NZ.
As a solution-focused educator with a continuous thirst to learn, Michael is deeply passionate about challenging traditional perceptions of technology. He advocates for moving the subject beyond outdated notions of "woodwork, metalwork, or baking cakes". Instead, he focuses on learning that is grounded in people, places, and purpose—encouraging students to ask "what are we learning today?" rather than simply "what are we making today?" Through this philosophy, he aims to inspire ākonga and kaiako to challenge the norm and become globally aware of the shifting ideas around them.
Vanessa Pringle (she/her)
Vanessa is an experienced ICT and digital technologies educator with over 20 years of teaching across secondary and tertiary settings on Te Tai Poutini, West Coast. She brings leadership and collaborative experience from across the technology education sphere contributing practical classroom insight, advocacy, and collaborative problem-solving.
Vanessa is a generalist technologist with a Social Science background. Many years of representation positions on both DTTA and PPTA. Committed to improving NCEA pathways (including recognition for Electronics), supporting teacher professional learning, and integrating emerging technologies—including pragmatic use of AI—into safe, future-focused classroom practice.
Within the TENZ Council, Vanessa is involved with:
- Sub-Committees: ITE Programme, Digital Technologies Advisory , Electronics Advisory, Primary, Middle School, & Intermediate Education Advisory
- Short-Resources Team
Contactors
At TENZ we have several contractors who work behind the scenes assisting our TENZ council and Kaiārahi . You may have met some of these faces at the TENZ 2025 Conference in Wellington!
Vanessa Kennard (she/her)
Pouāwhina Whakatairanga, Whakawhitinga | Marketing & Communications Assistant
Vanessa Kennard is a scientist, ornithologist and researcher who is passionate about native species conservation and STEM education. Vanessa has recently completed her PhD in Biological Sciences at the University of Canterbury, and specializes in researching changes in trophic ecology and nutritional stress in native avian species, including the matuku-hūrepo/Australasian bittern and the kawau pāteketeke/king shag.
Vanessa has also been involved in collaborative research projects with the University of Canterbury, Department of Conservation, Earth Sciences New Zealand, Otago Regional Council, Forest and Bird, Birds New Zealand, and more. Her research on trophic ecology of matuku-hūrepo/Australasian bittern has been highlighted in New Zealand Geographic and in Birds New Zealand magazines.
In her spare time Vanessa enjoys baking, playing disc golf and is an avid photographer. She is passionate wildlife photographer, and has also been involved in photographing events such as the TENZ 2025 Conference, 2024 TESAC Conference, weddings and performing arts. In 2025 she won the Amazing Animals Photo Competition at the Canterbury Museum for her photo of a Kōtare / sacred kingfisher.
Vanessa has worked for TENZ since 2023 as a Pouāwhina Whakatairanga, Whakawhitinga | Marketing & Communications Assistant.
Within TENZ Vanessa is responsible for:
- Managing social media and communications with members and collaborators
- Creating TENZ weekly updates and newsletters
- Creating and managing marketing designs and materials
- Event photography
Ali McKubre (she/her)
Pouāwhina Rauemi | Resources Assistant
Ali McKubre is an education professional currently working in resource development and private tuition. She holds a Master of Arts in Philosophy and has qualifications in Secondary and Early Childhood Education. In the technology space, Ali has taught Digital Technology, Product Design, Biotechnology, and mixed year 9 technologies. Her passion as an educator is to create safe, warm learning environments where relationships are valued. She particularly loves working with neurodiverse and rainbow communities. Ali is proudest of her work in the volunteer space, specifically as co-founder of Nature Play Ōtautahi and as the organizer of a gaming group that fills her house to bursting with noise, joy, and teenagers every weekend.
Iain Cook-Bonney (he/him)
Kaihanga Rauemi | Resource Developer
Iain is a STEAM and Digital Technologies Facilitator based in Ōtepoti Dunedin, with 30 years of primary teaching experience. He works alongside schools and educators to develop e-learning capacity, build digital literacies, and embed Design Thinking and Project-Based Learning into the classroom.
Over his career in educational leadership, Iain facilitated the very first ICTPD Cluster in New Zealand and went on to serve as lead facilitator for two additional clusters. He has also led regional School Cluster projects focused on Innovative Learning, STEAM, and Project-Based Learning.
A passionate advocate for engaging digital environments, Iain is a Delightex Edu Ambassador and a Minecraft Education Ambassador—holding the distinction of being currently the southernmost Minecraft Ambassador in the world. He specializes in creating authentic, hands-on learning resources, with a strong focus on using digital tools to foster inclusive learning and empower and engage neurodiverse students.
Bronwyn Evans (she/her)
Kaiāwhina Whakahaere | Administrative Assistant
Bronwyn is a teaching graduate who valued her time as a mature student in the university environment where she had the opportunity to research the Technology Education curriculum. Having spent her teaching career in Early Childhood Education, she believes that play and tinkering are vital as a first step in understanding material properties and the design thinking that underpins technology education.
Her interests also centre on nature education and the opportunities for play that arise from time spent in nature. New Zealand’s distinctive environment and natural resources present unique opportunities for exploration. She is particularly inspired by Māori tupuna and their innovative use of native flora and fauna as Aotearoa’s first technologists.
As an administrator, Bronwyn is focused on strengthening TENZ’s links with the research community and supporting postgraduate researchers.
Kaitohutohu | Advisors
At TENZ, our Kaitohutohu | Advisors play a pivotal role in guiding our council toward informed and strategic decisions. They bring diverse expertise, community insights, and specialised knowledge to augment our discussions and recommendations. While advisors do not hold voting privileges within the TENZ Council or its sub-committees, their counsel significantly influences our recommended courses of action. These individuals, distinct from council members, offer independent perspectives, ensuring a well-rounded approach to addressing identified skill gaps and enhancing our ability to serve our diverse community effectively. Committed to transparency, our advisors operate under clear guidelines, ensuring their advice aligns with TENZ's values and objectives without representing the organisation externally. The relationship between advisors and TENZ involves mutual respect, periodic review, and an emphasis on alignment with our goals for technology education.
Brenda Brook (she/her)
- Fabric/Textiles Technology (Yr 7-13)
- Food Technology classes (Yr 7-10)
- New Technology Teacher Support
Biography:
Part time contract with the University of Otago:
- Junior Technology Curriculum Fellow (2022), Uni Mentor and Visiting Lecturer 2022-2023 - continuing in 2024
High school teaching experience:
- Technology teacher at Taieri College, Green St, Mosgiel, Dunedin 2005-2020
- A unit holder – Teacher in Charge of Textiles Technology and a Home Economics/Food Technology teacher
- Professional Development has been a key focus via involvement in two teacher organizations:
- TENZ (Council member since 2021) and HETTANZ Otago (1977-present - including secretary, treasurer and chairperson roles)
- Successful external moderation reports for NCEA internal Technology achievement standards, alongside a range off unit standards successfully moderated via Competenz.
- HOD Food and Fabric Teacher at Kaikorai Valley College, Dunedin 1977-2004
Co-curricular:
- Organizer of biennial wearable art competitions at Taieri College (2006-2016) some of which involved invited students from local primary/rural schools.
- PSTA committee member at Kaikorai Valley College (2003-2004) and Taieri College (2005-2008)
- National moderator for School Certificate Design Technology 1998-2000
- Chairperson and board member Berwick School Board of Trustees (small rural school) - 1995-1997
Qualifications:
- Bachelor of Education (Applied) – with Distinction.
- TESOL (Teaching English to speakers of other languages) Certificate 2002
- Home Economics Teachers’ Diploma with Distinction – Ilam Teachers’ College 1976
Awards:
- Edna Joyce Howe Scholarship recipient 2014
- PPTA - One year's study sabbatical 2002 (boys' literacy within technology education)
- TESOL Certificate training via Otago Polytechnic 2002
Ruth Keir (she/her)
- Literacy
Biography:
As an experienced educator with over 13 years of teaching experience, I am currently serving as the Assistant Head of Faculty for English and the Leader of Literacy at Kaiapoi High School. During this time, I have also served as an ASL and WSL for the Kātote Kahui Ako, leading a curriculum-focused literacy program.
My professional achievements include spearheading the implementation of the literacy pilot program at Kaiapoi High School, which has been successfully running under my guidance along with one other kaiako. Over the years, I have taught at various kura, including Hillmorton High School and Burnside High School, which have enriched my experience as an educator.
With a passion for education and an unwavering commitment to excellence, I bring a wealth of expertise to the classroom, empowering students to achieve their full potential. As a dynamic and engaging instructor, I strive to create an atmosphere of learning that is both stimulating and challenging, fostering an environment that promotes academic and personal growth.
Donna Golightly (she/her)
- Authentic and Relevant Digital Tools for Teaching and Learning
- Technological Practice in Primary / Intermediate
Biography:
I have been involved in education for more than 30+ years but consider myself to still be learning. My passion is helping others to use technology, in a creative, authentic and relevant way.
I am a Google Certified Trainer, a Google Innovator, an Apple Professional Learning Specialist and an Apple Learning Coach. I have also completed a one year cognitive coaching course. In 2023 I was a recipient of a Kalman Teacher Excellence award.
I have spent many years working with teachers across NZ, and abroad, helping them to become more confident and competent with their authentic use of digital tools. I am an experienced PL facilitator and delivered Ministry of Education contracts for four years for an independent company.
I'm currently working as a lead digital coach in a large independent school in Auckland, NZ while also teaching a Year Six class.
I regularly share ideas for classroom integration in the primary years and love helping others discover the magic and engagement digital activities can bring to their practice.
Alongside this I spend a lot of time helping other teachers (and students) use technology to become more efficient and purposeful in their own administrative workflows.
I believe wellbeing is a priority for all and keep this at the forefront of all I do.
Liz Reinsfield (she/her)
- Technology Teacher Education
- NCEA
- Trades and Vocational Education
Biography:
Liz was the Head of Department/Faculty of [Design and] technology education at a number of schools in the UK, and in Hamilton before moving to the University of Waikato, where she was a technology teacher educator for 11 years. During that time, she completed both her Masters and PhD, which focused on the perceptions and practice of technology teachers in Aotearoa New Zealand.
In 2022 she moved to a national role at the Ministry of Education as a Learning Area Lead for Technology Education to support the development and implementation of the new NCEA Achievement Standards. After some time as Manager of the Learning Area Leads, in 2023, she returned to the tertiary context, and is now the Team Leader for Automotive and Mechanical Engineering at Wintec in the Centre for Trades.
Wendy Fox-Turnbull (she/her)
- Technology education (all areas)
- Authentic learning
- Using talk to enhance learning in technology
Biography:
Associate Professor Wendy Fox-Turnbull is Education Associate Dean- Academic at the University of Waikato and a currently certified teacher with experience in teaching all levels in primary schools and kura and in ITE. Wendy has been a member of a number of Ministry of Education advisory roles for technology education. She is a Subject Matter Expert (SME)for English medium technology in the Te Mātaiaho Curriculum Refresh project and a member of the WMIER science and technology team successful in gaining the Ministry of Education (MOE) audit of curriculum resources as part of a process to identify resources to carry across to the new Online Curriculum Hub (OCH). From 2015 to 2019 she was a member of the MOE Digital Technologies Teaching Guides Reference Group and Advisory Panel for place of and implementation of digital technologies in the New Zealand Curriculum. In 2019 she was a member of the MOE NCEA Review Reference group and 2016 was on the MOE advisory panel for upgrade of ‘Guidance Manual for Safety in Technology Education’ in line with the new Health and Safety Act. In 2015 Wendy was appointed to the MOE Technology RAMP (Review and Maintenance Programme) panel. This same year she was a member of the MOE Greater Christchurch Working party for provision of Technology Year 7-8 (Post Earthquake).
She has been the editor of Australasian Journal of Technology Education since 2020, is the Editorial Board of International Journal of Work Integrated Learning and co- editor European Journal of STEM Education. In 2019 she was guest editor for Design and Technology: An International Journal Primary Edition. In 2018 she was the invited section editor for the International Handbook in Teacher Education, Section Technology Teacher Education. From 2008 to 2010 Wendy was Research Coordinator for MOE contract for Curriculum Support Materials Development (Fox-Turnbull, W. and O' Sullivan, G. (2010) Technology Education Materials Development Contract: Research Final Report. Ministry of Education and Institute of Professional Engineers. 72p).
Wendy was chair of the Technology Education New Zealand (TENZ Council) from 2006 to 2018, has convened two TENZ conferences: TENZ 2005 and TENZ/ICTE2017 and one International Technology Research conference (PATT) in 2013. She previously taught at the University of Canterbury’s College of Education, in Technology Education from 1997-2017. Research special interests include authentic learning in technology education, the place of women in technology related STEM careers, the role and nature of effective conversations in learning and teaching and learning approaches for the 21st Century.
Amy Macaskill (she/her)
- Fashion
- Textiles
- Māori
Biography:
Amy has worked as a Technology teacher for the last 18 years, in New Zealand and London, after finishing her Bachelor of Fashion and Graduate Diploma in Teaching. Amy is a committed life long learner. In 2012 she was awarded the Edna Joyce Howe scholarship to complete her Diploma in Costume Construction at Toi Whakaari; in 2020 she studied total immersion Te Reo Māori with a teachNZ study award, and she is currently in the second year of a Raranga Toi Māori qualification.
She teaches Fashion Design Technology and DVC at Kāpiti College and has taught and led school trips on five continents.
In what little spare time she has, Amy designs and makes costumes for theatre. Her recent productions include Witi's Wahine and Hatupatu/Kurangaituku. She has been backstage for nine productions of World of WearableArts and her film costume credits include What we do in the Shadows. Amy is co-director of Taonga Puāwai, her laser-cut-earring business.
Amy has had personal and student successes in multiple national fashion awards, including Hokonui fashion awards, HETTANZ fashion awards, and Brother All Stars fashion awards. Her commitment to Te Ao Māori is evident with her study, she is also able to maanaki other teachers in this area.
John Williams (he / him)
- International Research
Biography:
John Williams is a Professor of Education and the Director of Graduate Studies in the School of Education at Curtin University in Perth, Western Australia, where he teaches and supervises research students in STEM and technology education. Apart from Australia, he has worked and studied in a number of African and Indian Ocean countries and in New Zealand and the United States.
His current research interests include STEM, mentoring beginning teachers, PCK and electronic assessment of performance. He regularly presents at international and national conferences, consults on Technology Education in a number of countries, and is a longstanding member of eight professional associations. He is the series editor of the Springer Contemporary Issues in Technology Education and is on the editorial board of seven professional journals.
Joseph Durkin-Gorman (he/him)
- Numeracy
Biography:
Joseph Durkin-Gorman is a Mathematics and Statistics teacher at St Thomas of Canterbury College in Ōtautahi-Christchurch. He teaches calculus, statistics, and junior mathematics. His interests are in Numeracy across curriculum areas, supporting gifted and talented young people in Mathematics, and ensuring equitable outcomes for all learners in Mathematics.
A recent area of exploration in his practice is the intersection of digital technologies with Mathematics, and the use of digital technologies in supporting conceptual understanding.
Tamar Weisz-Koves
- Early Childhood Education
Biography:
Tamar is a registered teacher with extensive teaching, lecturing, mentoring, and leadership experience in the Early Childhood and Initial Teacher Education sectors. She developed and taught STEM-related courses on the ECE Initial Teacher Education programmes at the University of Auckland for several years and is now a Senior Lecturer at AUT. Tamar was an ECE adviser for the ECE Gallery, Te Tumu, at MOTAT’s new SciTech Centre, Te Puawānanga, that opened in 2024.
Areas of professional interest include teacher leadership, the practicum space, STEM in the early years, and funds of knowledge and identity theory. Tamar is also a qualified proofreader and editor.
Kerry Lee
- Initial Teacher Education
- Technology Education Research
Biography:
Kerry has been involved in Technology Education since the inception of the Technology curriculum. She was one of the ‘first fifteen’ teachers who were selected and trained at Waikato University to facilitate the introduction of the 1995 Technology curriculum to schools. After working for Team Solutions to provide PLD for principals and teachers in the Northland-Auckland area, Kerry became a lecturer in Technology at the Auckland College of Education later becoming Head of Technology prior to the amalgamation with the University of Auckland. Kerry is now a senior lecturer, which enables her to supervise numerous masters and doctoral research students. Kerry is passionate about technology education and making a difference to children’s learning. Her research focuses on innovations in education has been widely published.
Munireh Rouget
- Digital Technologies
Biography:
Munireh graduated from the University of Waikato with a Graduate Diploma in Teaching (Secondary). She also holds a Master’s in Computer Sciences from Université Paul Sabatier in France and began her career as a Software Engineer designing and building websites for large international businesses. She decided to train as a teacher to help foster more diversity and inclusion in Computer Sciences and Digital Technologies. She is very passionate about Technology and is always looking to extend her knowledge and learn new things even in unexpected places. This is something she passes onto her students, encouraging them to channel their ideas, interests, identities, and creativity into their projects.
Sandra Williamson-Leadley
- Initial Teacher Education
- Technology Education Research
Biography:
As a Senior Lecturer at the University of Canterbury in Technology Education and Professional Studies, Sandra has diverse research interests that revolve around teachers' (pre-service and in-service) and students' use of digital tools for supporting teaching and learning as well as preparation of pre-service teachers to teach in the Technology curriculum learning areas. These research interests include professional learning and development of pre-service teachers in teaching Technology; teachers' use of digital tools in their classroom practices; teachers' use of digital tools to support indigenous students' learning; and, teachers' use of digital tools for collaborative learning and assessment.
Her doctoral research focused on New Zealand Primary school teachers' ICT professional development and classroom practices. Other research activities have included exploring the use of tablet technology for assessment in mathematics, and investigating primary teachers' use of digital tools to support their indigenous students' learning. As part of an international research project, she has explored pre-service teachers' privacy concerns when using social media.
Her current research interest is in Primary pre-service teachers' preparedness to teach and assess in the Technology learning area. This includes the skills, dispositions and pedagogical approaches needed to teach effectively in the Technology curriculum area.