An industry-sponsored, school-focused model for continuing professional development of technology teachers

Traditionally a divide has existed between faculties of education at higher education institutions (HEIs) and trade and industry, but the business sector is increasingly buying into community development with corporate social investment, especially regarding technology education. We report on a continuing professional teacher development (CPTD) model, which entails trade and industry sponsoring learning and teacher support material (LTSM) for technology education in under-resourced schools, paying for LTSM through their corporate social investment funds, and sponsoring CPTD of technology teachers where they are trained to use LTSM more efficiently. Trade and industry, together with HEIs and Departments of Education (DoE), could change the traditional concept that CPTD is the responsibility of DoEs into a new model where the business sector shares some of the responsibility for equipping teachers so that they can provide quality education. We argue that custom-made and sponsored LTSM and CPTD play an important role in the training and empowerment of technology teachers

The facilitation of critical thinking in a Technology Education classroom

The teacher’s role in facilitating learning and thinking in Technology Education classrooms is crucial to creating an environment conducive to the promotion and development of thinking. The aim of this study was to   determine how teacher facilitation can promote and develop thinking in Technology Education lessons. A single case study using a qualitative research approach with convenience sampling and involving grade eight Technology Education learners was used to conduct the study. Data collection was by means of direct non-participant observation of both teacher-learner and learnerlearner interaction. Transcripts of video tapes, audio tapes, field notes and   instructional aids were analysed and recommendations for the facilitation of co-operative learning and critical thinking in the Technology Education classroom were made

Implementing a technology learning programme in a school for learners with special educational needs: a case study

This article explores the viability of implementing a technology learning programme in a school for learners with special educational needs. TechnEd (the former RAUTEC), Bernina, the school and the Gauteng Department of Education were involved in the project. The nature of the project required a qualitative, action research approach using group interviewing, observation and narratives to gather data. The action research allowed for evaluation, planning and action after every session. Qualitative data analysis methods were applied. The project had the following educational value for the learners: cognitive, personal and social skill development

The facilitation of critical thinking in a Technology Education classroom

The teacher’s role in facilitating learning and thinking in Technology Education classrooms is crucial to creating an environment conducive to the promotion and development of thinking. The aim of this study was to   determine how teacher facilitation can promote and develop thinking in Technology Education lessons. A single case study using a qualitative research approach with convenience sampling and involving grade eight Technology Education learners was used to conduct the study. Data collection was by means of direct non-participant observation of both teacher-learner and learnerlearner interaction. Transcripts of video tapes, audio tapes, field notes and   instructional aids were analysed and recommendations for the facilitation of co-operative learning and critical thinking in the Technology Education classroom were made

Produktiewe tikonderrig

D.Ed. (Education)Please refer to full text to view abstrac

Produksievermoë as 'n kriterium vir die evaluering van tik in standerd 10

M.Ed. (Education)Please refer to full text to view abstrac

Technology education and the development of thinking skills : a case study

M.Ed.In general terms education focuses on the acquisition of knowledge and the development of skills and attitudes. In Technology Education these principles correlate with the aims of the technological process. Within the constructivist instructional approach the technological process provides the possibility for dormant thoughts to come to the fore, and provides the opportunity to the learners to be creative. Typing instruction, in contrast, is traditionally directed at the development of psychomotor skills and reproductive thinking. The cross curricular nature of Technology Education makes it possible for the integration of certain aspects of other subjects (learning areas), and in this context a theme of the Typing syllabus according to the technological process was presented to a group of Typing learners. This project was developed within the qualitative paradigm, and with the aid of a spontaneous sketch and a semi-structured focus group interview the perceptions of the learners, in respect of their learning experiences were investigated. Learners reported positively on their learning experiences and the co-operative learning opportunities. It was concluded that they felt more empowered and took bold but responsible decisions. This could indicate possible development of thinking skills by the learners. From this study it appeared that education should promote meaningful learning that empowers the learners to be independent and responsible in taking decisions. Purposeful learning opportunities must be created for learners to enhance thinking skills. Learners should be actively involved in the construction of knowledge and the Technology Education platform provides an ideal opportunity for this

Implementing a technology learning programme in a school for learners with special educational needs: a case study

This article explores the viability of implementing a technology learning programme in a school for learners with special educational needs. TechnEd (the former RAUTEC), Bernina, the school and the Gauteng Department of Education were involved in the project. The nature of the project required a qualitative, action research approach using group interviewing, observation and narratives to gather data. The action research allowed for evaluation, planning and action after every session. Qualitative data analysis methods were applied. The project had the following educational value for the learners: cognitive, personal and social skill development

Making Unhealthy Places : the Built Environment and Non-Communicable Diseases in Khayelitsha, Cape Town

ABSTRACT: In this paper, we examine how economic, social and political forces impact on NCDs in Khayelitsha (a predominantly low income area in Cape Town, South Africa) through their shaping of the built environment. The paper draws on literature reviews and ethnographic fieldwork undertaken in Khayelitsha. The three main pathways through which the built environment of the area impacts on NCDs are through a complex food environment in which it is difficult to achieve food security, an environment that is not conducive to safe physical activity, and high levels of depression and stress (linked to, amongst other factors, poverty, crime and fear of crime). All of these factors are at least partially linked to the isolated, segregated and monofunctional nature of Khayelitsha. The paper highlights that in order to effectively address urban health challenges, we need to understand how economic, social and political forces impact on NCDs through the way they shape built environments