Identifying Constructivist Methodologies and Pedagogic Content Knowledge in the Teaching and Learning of Technology

Makgato, Moses

doi:10.1016/j.sbspro.2012.06.832

Cited by 14 publications

(15 citation statements)

References 7 publications

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“…Data collection was done by means of interviews with teachers and the completion of questionnaires. According to [12], the purpose of interviews is to obtain in-depth information and the quality around a particular activity. Therefore data was collected from thirty (30) new TE students, that is, ten (10) doing civil technology, 10 from Electrical technology and the other 10 in Mechanical technology.…”

Section: A Research Sample and Instrumentmentioning

confidence: 99%

Shortage of Teachers and Recruitment of Technology Teachers at the University in Eastern Cape Province, South Africa

Makgato¹,

Khoza²

2015

IJSSH

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Abstract-Shortage of teachers, particularly technology teachers is of great concern in the country. In order to increase the supply side the department of education has expanded funding for student teachers who pursue technology Teacher Programme and other scarce skills. The universities should increase the recruitment strategies to students in the TTE programme. The purpose of this study was to identify effective recruitment techniques that attract students to the technology education teaching profession. Convenience and purposive sampling method was used to obtain 30 new TTE students to participate in the study. Questionnaire and interviews were used to collect data. From the findings, it is clear that financial injection is the main pillar to attract student teachers into the TTE program in the Eastern Cape University.It is recommended that the Eastern Cape Province University intensify recruitment strategy to attract students into the TTE program because funding is available so that technology teachers are increased throughout the province and the country.Index Terms-Shortage, technology teacher programme, Eastern Cape university.

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Section: A Research Sample and Instrumentmentioning

confidence: 99%

Shortage of Teachers and Recruitment of Technology Teachers at the University in Eastern Cape Province, South Africa

Makgato¹,

Khoza²

2015

IJSSH

Self Cite

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“…Currently, successful teaching and learning is driven by technology and its related softwares, infrastructure and services (Ahmadi et al, 2011;Makgato, 2012;Marinagi, Skourlas & Belsis, 2013;Rolando et al, 2013;Tagger et al, 2013;Yang, 2013;Yoon, Lee, & Lee, 2013). The use of internet, telecommunications, wireless applications, handheld electronics, social network softwares and the web, amongst others, explains how people acquire information, teach and learn (Ahmadi et al, 2011;Yang, 2013;Rolando et al, 2013;Fuentes-Bautista, 2014).…”

Section: Information and Communication Technologies For Teaching And mentioning

confidence: 99%

“…Thus, the increasing use of these devices, engines and softwares deemed it necessary to rely on electronic media, assisted instruction information and communication technologies for teaching and learning popularly known as e-learning. This e-learning include multimedia learning, technology-enhanced learning, computer-based instruction, computer-based training, computer-assisted instruction, internet-based training and web-based training, amongst others (Ahmadi et al, 2011;Makgato, 2012;Yang, 2013;Yoon et al, 2013). Furthermore, e-learning includes different types of media that are meant to deliver text, audio, images, and videos that enhance teaching and learning (Ahmadi et al, 2011;Rolando et al, 2013;Tagger et al, 2013).…”

Section: Information and Communication Technologies For Teaching And mentioning

confidence: 99%

“…Lately, the dynamic spectrum sharing which is enabled by geo-location databases has been used to increase the availability and accessibility of wireless internet connection (Ahmadi, Keshavarzi & Foroutan, 2011;Makgato, 2012;Carlson, Ntlatlapa, King, Mgwili-Sibanda, Hart and Geerdts, 2013;Han, Eom & Shin, 2013;Lin, Zhang, Jung & Kim, 2013;Lysko, Masonta & Mfupe, 2013;Mwangoka, Marques & Rodriguez, 2013;Rolando, Salvador & Luz, 2013). The need to increase the spectrum sharing is a result of the increasing numbers of new entrants in the wireless services markets which include machine-to-machine communications, internet access, amongst others, and the capacity improvements of current operators (Ahmadi et al, 2011;Mwangoka et al, 2013;Tagger, Trossen, Kostopoulos, Porter & Parisis 2013).…”

Section: Introductionmentioning

confidence: 99%

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Wireless Internet Connection for Teaching and learning in Rural Schools of South Africa: The University of Limpopo TV White Space Trial Project

Ramoroka

2014

MJSS

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“…Therefore, they do not have the relevant academic background in all of the content areas as required by the curriculum (Potgieter, 2004). Despite efforts by the Department of Basic Education to provide in-service training, teachers report this training to be inadequate and claim that they still lack the necessary content knowledge to teach technology (Makgato, 2012). Engelbrecht, Ankiewicz and De Swardt (2007) affirm that many technology teachers do not have the relevant knowledge and skills to facilitate technology lessons properly.…”

Section: Introductionmentioning

confidence: 99%

A Philosophical Framework for Enhancing the Understanding of Artefacts in the Technology Classroom

Rauscher

2016

African Journal of Research in Mathematics, Science and Technol

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Technology teachers should have a sound understanding and knowledge of artefacts in order to assist learners in the designing, making, and evaluating of artefacts. Unfortunately, technology teachers in South African schools seem to have a poor grasp of the complexity of this important part of knowledge that is specific to technology. As a result, many technology teachers are unable to support learners in designing and making artefacts that are functional, aesthetically pleasing, and have utility value outside the classroom. This deficiency in their knowledge can, among other things, be attributed to the fact that most technology teachers have not received formal training in technology education. Also, the limited research base and the paucity of subject-based philosophical frameworks in technology education, which could inform classroom pedagogy, exacerbate this situation. Therefore, the purpose of this theoretical essay is to draw on, inter alia, literature from the philosophy of technology to provide an overview of the nature of technical artefacts with a view to creating a framework that will help teachers to understand technical artefacts and be able to teach about them effectively. The framework may be a useful tool for teachers to support learners in designing and making technical artefacts that work properly, are fit-for-purpose, and are well finished. The framework, which provides a structure for designing and developing technical artefacts, may also serve as an instrument to help learners in evaluating existing artefacts, which, in turn, may enhance their understanding of the knowledge that is embedded in artefacts.

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Identifying Constructivist Methodologies and Pedagogic Content Knowledge in the Teaching and Learning of Technology

Cited by 14 publications

References 7 publications

Shortage of Teachers and Recruitment of Technology Teachers at the University in Eastern Cape Province, South Africa

Shortage of Teachers and Recruitment of Technology Teachers at the University in Eastern Cape Province, South Africa

Wireless Internet Connection for Teaching and learning in Rural Schools of South Africa: The University of Limpopo TV White Space Trial Project

A Philosophical Framework for Enhancing the Understanding of Artefacts in the Technology Classroom

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