Traditional instructional methodology in the Information System Design (ISD) environment lacks explicit strategies for promoting the cognitive skills of prospective system designers. This contributes to the fragmented knowledge and low motivational and creative involvement of learners in system design tasks. In addition, present ISD methodologies, including web design methodologies, do not focus sufficiently on technological problem solving and design. Engagement in system design tasks demands critical thinking [Shelly, Cashman & Rosenblatt, 2001, Systems Analysis and Design, 4th edn. Course Technology, Boston] and abstraction skills [Harris, 1999, Systems Analysis and Design for the Small Enterprise, The Dryden Press, Harcourt Brace College Publishers, Fort Worth]. The aim of this paper is to explain a synergy between the technological process and web design methodology and its influence on the development of the cognitive skills of learners in the ISD context. In this research, the Team Structure Software Process (TSSP) methodology was integrated with the stages of the technological process. An interface approach between Information Systems and Technology Education was adopted during the implementation of an Instructional Web Design Program (IWDP), which served as a framework for building a software product. This research was based on a qualitative, action-research approach where individual interviews, focus group interviews, observation and document sources were used to gather data. Seventeen students at an institution of higher education were observed and their experiences were investigated through a focus group interview, journals and an essay. In addition, an interview with the teacher was conducted to investigate her thoughts and feelings during the implementation of the IWDP. During the implementation of the IWDP, multi-method learning was promoted, enlarging learners' insight into the design process and a climate for enhancing intellectual processes and skills created [Jakovljevic, 2002, An Instructional Model for Teaching Complex Thinking through Web Page Design, DEd thesis, Rand Afrikaan University, Johannesburg]

Technology is frequently considered in terms of its impact on entities outside its essential nature: as the impact of technology on the environment and society, but also the impact of human values and needs on technology. By taking particular social implications of technology into account, the Science-Technology relationship can be extended to the field of Science, Technology and Society (STS) studies. STS studies are grounded in socio-technological understanding, that is, systematic knowledge of the mutual relationship between technical objects, the natural environment and social practice. Because technology is a key element of STS, it is expected that the philosophy of technology will have implications for STS studies. The dynamic nature of technology as such leaves its own philosophy in a tentative or flexible state. However, the implications of the philosophy of technology, being in a development phase at the moment with changes in emphasis occuring, for STS studies ought to be determined continuously. The aim of the article is to identify and discuss possible implications of the the philosophy of technology for STS. In order to deduce these implications, the relevant theoretical framework underpinning the article will be discussed in broad outlines. Seeing that the philosophy of technology is such a wide field a delineation of the field needs to be done. Mitcham's proposed preliminary framework is taken as point of departure for the article. Technology as knowledge (epistemology/theory of knowledge) and technology as activity (design methodology) will be discussed as two key aspects of the modern philosophy of technology which could provide implications for STS. A theory of knowledge usually includes methodology, but seeing that Mitcham classified methodology as one of the modes in which technology is manifested, it is dealt with separately. The epistemology and methodology of technology will each be discussed from a philosophical, historical and practicebased methodological perspective. Some implications of the philosophy for STS are identified and discussed.

Over the past few years, educators in South Africa have been subjected to many changes in the educational sphere. Not only was a new approach to education, namely outcomes-based education (OBE) implemented, but the curriculum was also changed and now consists of eight learning areas, some of which are groupings of traditional school subjects (e.g. languages). Technology, however, is a new and for most educators unfamiliar learning area. The implementation in 1998 of the technology learning area in South African schools had educators reeling as they were unprepared and untrained to facilitate this new learning area. There was also limited information available for the assessment of learners in technology. Learners' competence in technology education should be assessed in a meaningful and responsible manner, which requires more than just the evaluation of the end product. The purpose of this research was to develop a processbased assessment framework to support the technology teacher with assessment activities, which incorporate the technological process and provide opportunities for the assessment of aspects of the thinking sub-processes as part of the technological process. Qualitative action research was undertaken. Three Grade 7 learners and a teacher at a parallel medium primary school (school where two official languages are used congruently as medium of instruction) were involved in the case study. Resource, case study and a capability task were done by the three learners. For the purpose of the research project, information obtained from the capability task was used. This research focused on the initial idea generation stage (stage five) of the technological process, as well as creative and critical thinking (as thinking sub-processes) processes. Observation and semi-structured interviews were used as data-collection methods. The validity and reliability of the research were ensured by means of triangulation. Three main categories (findings) were named as aspects which could be employed when compiling a process-based assessment framework, namely outcomes, content and assessment methodology. Further subcategories were identified within each of these main categories. The framework will serve as a roadmap to technology teachers, especially those with little or no pedagogical knowledge in technology to assist them to base their assessment on sound methodology.

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