Banners – About TENZ

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.

  1. 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.
  2. 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.
  3. 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.

  1. 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.
  2. 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.
  3. 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.
  4. 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.

  1. 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.
  2. 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.
  3. 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.
  4. 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.

  1. 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.
  2. 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.
  3. 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. 

  1. 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.
  2. 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.
  3. 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.
  4. 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.

  1. 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.
  2. 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.
  3. 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.
  4. 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.

TENZ Council

TENZ is managed by its National Council, members of which are elected by financial members of the association.

Council positions are for two years. Information about the current TENZ Council can be found here.

Hamish Johnston (he/him)


Hamish holds a Graduate Diploma in Teaching and Learning (Secondary) and a Bachelor of Science in Computer Science. He currently teaches Digital Technology and Technology at Kaiapoi High School. In the last four years, he has taught NCEA Digital Technology and Product Design, and Junior Secondary Technology covering Design and Visual Communication, Food Technology, Hard Materials, & Biotechnology, as well as Social Studies. In addition at his school he is currently the Assistant Head of the Technology Faculty, Leader of Learning - Wellbeing, Marketing Lead, & Transition Data Coordinator. Hamish is passionate about technology and seeing ākonga learn and succeed. His commitment to supporting kaiako in their teaching and learning within his own Kura and beyond is representative of TENZ's core values.

He also is the Canterbury / Waitaha PPTA Regional Secretary, sits on the CDTT (Canterbury Digital Technology Teachers) committee; while also consulting and is an occasional guest speaker to SCIE101 with the University of Canterbury | Te Whare Wānanga o Waitaha. He is also a co-author of the published research paper “Belonging and adjustment for LGBTQ+ and non-LGBTQ+ students during the social transition to university”. He received the Asia New Zealand Foundation Advocate for Inclusion and Diversity Award at the Canterbury Youth Awards in 2018.

He embraces change and enjoys the work he does with TENZ. TENZ is at the leading edge of change in Aotearoa Technology Education, particularly with the work Hamish and the team are involved in with the NCEA Change Package, Curriculum Refresh, and Reform of Vocational Education.

Within TENZ Hamish is responsible for:

  • Provide positive leadership and be the overall coordinator of TENZ
  • Coordinating liaisons with sector eg. MoE, Tertiary providers, Subject Associations, Political, and Curriculum Developers
  • Governance & Strategic Planning
  • Communication with members

Sarah Washbrooke (she/her)

Deputy Chair (Industry and Resources)

Sarah has been teaching Technology for over twenty five 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 STEM & 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 PL projects, including the MoE Resource development and facilitation project, regional hub leader for Kia Takatū ā-Matihiko and more recently TENZ's Matanga project & DTTA executive. In 2020, Sarah was the first Technology teacher in NZ to receive the Prime Minister’s Science Teacher prize.

In the past two years her focus has been to incorporate Digital Technology into her learning programs and help to develop classroom teachers' understanding and knowledge in the new progress outcomes. Currently, she is an educational resource developer for ByteEd, a MoE PLD facilitator and teaching fellow in Technology Education at the University of Waikato.

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)

Deputy Chair (Operations & Finance)

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

Munireh Rouget Deputy Chair (Membership & Engagement)

Munireh Rouget (she/her)

Deputy Chair (Membership & Engagement)

Munireh recently 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. In 2021, 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.

Within TENZ Munireh is responsible for:

  • Overseeing TENZ membership;
  • Developing and coordinating TENZ's marketing & communications
  • Coordinating and updating TENZ official website

Claire Wigley (she/her)

Executive Secretary

Kerry Lee (she/her)

Research & International; Tertiary Education

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 and STEM discipline chair for the faculty, 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.

Within TENZ Kerry is responsible for:

  • Monitoring trends in Initial Teacher Education programs;
  • Coordinating Tertiary Technology Teacher Educators;
  • Supporting and promoting technology research
  • Keeping TENZ up to date with international technology education trends;
  • Representing TENZ at national and international meetings and conferences.

Lisa Byers (she/her)

Resources; Professional Development

Lisa is an experienced primary teacher and team leader within her current kura. She has been actively involved in the early implementation of Digital Technology and has been supporting teachers across the Ōtākou Region and Nationally to learn about and integrate Digital Technology into their classroom programmes.

Lisa was a Regional Facilitator for Digital Technology under the mentorship of Kia Takatū-a-Matihiko. Most recently, Lisa has been using Project Based Learning and STEAM based approaches to integrate Design Thinking into her teaching. Lisa brings a generalist teaching perspective to the TENZ council and has a keen interest in the Integrated Curriculum, supporting teachers to integrate technological areas across their classroom programme and school year. Lisa has a special interest in Te Ao Māori and Te Reo. 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 in order to ensure that Māori akonga and mātauranga within Hangarau education are valued and explicit across kura within Aotearoa.

Within TENZ Lisa is responsible for:

  • Engaging in cultural competency through Te Ao Māori and Te Reo Māori;
  • Developing resources;
  • Sourcing and supporting learning opportunities across all technological learning areas.

John Williams (he/him)

Research and International

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.

Within TENZ John is responsible for:

  • Supporting and promoting technology research;
  • Keeping TENZ up to date with international technology education trends;
  • Representing TENZ at national and international meetings and conferences.

Sandra Williamson-Leadley (she/her)

Research & International; Tertiary Education; Forum Management

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.

Within TENZ Sandra is responsible for:

  • Monitoring trends in Initial Teacher Education programs;
  • Coordinating Tertiary Technology Teacher Educators;
  • Supporting and promoting technology research;
  • Keeping TENZ up to date with international technology education trends;
  • Representing TENZ at national and international meetings and conferences;
  • Maintain the TENZ Online Engagement Space;
  • Assist with interesting and innovative discussions.

Stuart Rankin

Stuart Rankin (he/him)


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.

Heather Brown (she/her)

Resource Development Team

Ruth Lemon (she/her)

Katy Cottrell (she/her)

Marketing and Communications

Nan Walden-Moeung (she/her)

Grants, Scholarships, and Awards Coordinator

TENZ Advisors

At TENZ, our 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


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


  • 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


  • 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


  • 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


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.