Simulations for junior engineering and technology students: teachers’ ability to use design process to promote psychomotor skills

Mathabata, L. N.; Kola, M. I.; Mtshali, T. I.

doi:10.4314/njt.v41i6.2

Cited by 3 publications

(2 citation statements)

References 23 publications

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“…As a result, civil technology teachers should be prepared to take responsibility for imparting knowledge through demonstration, and then to effectively direct the didactic process as claimed (Maeko, 2022). In addition, the effectiveness of simulation-based teaching of practical skills in construction is limited, which is why the curricula for curriculum delivery mainly provide a theoretical part instead of practical classes (Mathabatha et al, 2022). The use of appropriate simulations in schools enables the effective teaching of practical skills in construction.…”

Section: Conducting Hands-on Simulationsmentioning

confidence: 99%

Factors Influencing Construction Technology Teachers' Ability to Conduct Simulations Effectively

Mtshali

2023

Jurnal. Penelitian. Pengkajian. Ilmu. Pendidikan. e-Saintika

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The efficacy of teaching hands-on skills practical activities requires teachers' willingness to implement technology enhanced pedagogy through the creation of relevant subject simulations. Teachers should be competent with workplace basics in order to prepare and demonstrate construction practical lessons that promote undeniably marketable skills that students can use to contribute to this competitive economy. The goal of this research was to look into the factors that influence Construction Technology teachers' effective teaching when conducting simulations. Purposive sampling was used to identify a total of five (5) teachers to participate in this study. Non-participant observation and semi-structured interviews were also used as a complementary data collection tool. The conceptual framework that guided this study workplace basics. According to the findings of this study, most Construction Technology teachers lack basic workplace skills as well as the ability to maintain effective teaching when conducting simulations. This is due to poorly made artifacts and a failure to use all available tools and equipment. Furthermore, the study discovered that teachers do not always plan for their theory lessons, and the challenge is even more difficult for practical lessons. The study suggests that Construction Technology teachers attend practical skill development training for Curriculum Assessment Policy Statement (CAPS) 2 while also visiting industries, universities, and colleges to gain exposure to the trade environment in order to stay current with technological developments. Most importantly, teachers should engage in ongoing professional development and learn the fundamentals of the workplace basics skills.

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Section: Conducting Hands-on Simulationsmentioning

confidence: 99%

Factors Influencing Construction Technology Teachers' Ability to Conduct Simulations Effectively

Mtshali

2023

Jurnal. Penelitian. Pengkajian. Ilmu. Pendidikan. e-Saintika

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“…According to Mathabatha et al (2022) technology teachers need to actualise creativity and critical thinking skills through PAT; consequently, we argue that creativity and critical thinking can instinctively emerge, when the teacher evokes his/her pedagogical capital. This study will expand on the concept of pedagogical capital in the conceptual framework section.…”

Section: Civil Technology Structure (Discipline) and The Need To Inco...mentioning

confidence: 99%

Pedagogical Capital Strategies for Civil Technology Skills-Based Activities

Mtshali

Singh-Pillay

2023

IJLTER

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Exercising pedagogical capital in a skills-based subject like Civil Technology requires sufficient knowledge and skills about the built environment and its functions. The purpose of this study was to explore reasons behind the enactment of pedagogical capital among Civil Technology teachers, when engaged in Practical Assessment Tasks (PATs), with reference to the growing demands placed upon them to plan, execute, and assess local and context-driven skills-based activities. This study purposefully sampled seven Civil Technology teachers, offering Civil services, Construction and Woodwork disciplines in Limpopo province. The two data-collection methods used were semi-structured interviews and observations, where thematic analysis was employed. In addition, this study was guided by a pedagogical capital framework. The findings of this study revealed that teachers used their pedagogical capital because they were interested in learning how to execute planned or self-designed skills-based activities, in order to overcome skill shortages and that they needed to respond to the collective needs of their community amongst other things. This study further discovered that Civil Technology teachers were continuously working towards achieving their pedagogical capital expertise. However, they were met with challenges of connecting with industries and procuring sufficient training tools, among other things. Hence, this study recommended that the department of education should assist teachers in connecting with industries, learn new and innovative PAT design projects and support teachers with tools and equipment to maximise their pedagogical capital. This was a serious challenge for teachers to successfully invoke their pedagogical capital.

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Navigating the Educational Frontier and Unveiling the Role of Virtual Reality in Faculty Development

Asim,

Sorooshain,

Sami

et al. 2024

Evaluating Global Accreditation Standards for Higher Education

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The emphasis on leveraging virtualization to enhance learning has garnered attention in high education accreditation. However, a lack of comprehensive understanding regarding the effective utilization of virtual reality (VR) for advancing faculty development in both professional growth and accreditation requirements in order to maintain teaching quality poses a challenge for policymakers to enact. Implementing additional measures is crucial to guarantee the accessibility of equipment and well-trained staff. This study seeks to investigate the perspective to the extent to which VR applications prove beneficial in faculty development, particularly within the contexts of professional skills and during accreditation process at university level. This study suggests that researchers stay updated to recognize gaps in the integration of VR into education, with a particular focus on improving the teaching competencies at university level. It is essential to develop effective adaptability strategies to optimize the advantages technological advancement toward faculty professional growth.

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Simulations for junior engineering and technology students: teachers’ ability to use design process to promote psychomotor skills

Cited by 3 publications

References 23 publications

Factors Influencing Construction Technology Teachers' Ability to Conduct Simulations Effectively

Factors Influencing Construction Technology Teachers' Ability to Conduct Simulations Effectively

Pedagogical Capital Strategies for Civil Technology Skills-Based Activities

Navigating the Educational Frontier and Unveiling the Role of Virtual Reality in Faculty Development

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