This paper explores issues of gender within "Technology Education", specifically current technologies and the support for teaching approaches to traditional curricula in technology education, industrial technologies and tool technology. If we are to achieve more from our students and to expect that their contribution be based on creativity, innovation and design cultures, then teacher education and professional development needs also to be creative and innovative in its execution of curriculum and professional development. It is argued that the recruitment and promotion of female students within the domains of Science, Engineering, Technology and Mathematics (STEM) is critical if we are to promote a future workforce based on gender equity and the maximising of our human resources. Within Technology Education females are also in the minority. Technology education needs to be systematically inclusive of female students, rather than by invitation or "ad hoc" into these traditional male domains. There is a need for both trainee teachers and in-service teachers to be trained and supplied with gender equity material and training frameworks (Sanders & Tescione, 2004). Just as it is applicable within digital technologies, it is argued that it is critical within tool technologies. We must recognise that, just as half of our student body are female, so they are in society, with growing numbers participating within the workforce. We need to resolve gender imbalances across roles in all industries (Poynton & Rolland, 2013). The core issue is that female participation has fallen short within technology and within STEM more generally, and the issues are closely related. Finally, we argue that teacher education and teacher professional development is imperative in addressing low female participation rates.