Usage of digital resources in Civil Technology: A case of teaching Tools and Equipment

Mtshali, Thokozani Isaac; Ramaligela, Sylvia Manto; Makgato, Moses

doi:10.1080/20421338.2019.1609782

Cited by 12 publications

(7 citation statements)

References 16 publications

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“…The use of digital resources in schools is increasing as a means to deliver educational knowledge and skills in new and innovative ways (Mtshali et al, 2020). Current educational standards emphasize the importance of providing opportunities for special needs learners to reach their full potential.…”

Section: The Use Of Digital Resources In a Special Education Classroommentioning

confidence: 99%

Inventive Ways of Teaching Mechanical Systems and Control to Grade 9 Learners with Special Learning Needs

Kekana,

Mtshali,

Ramaligela

2024

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

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Mechanical systems and control are part of the Technology subject strand, which involves gaining knowledge and skills in using various machinery and mechanisms such as gears, belts, chains, elevators, and escalators. Technology teachers need to be familiar with innovative teaching methods for instructing learners with special needs. This study aimed to explore creative teaching strategies for teaching Mechanical Systems and Control to grade 9 learners with special needs in the Capricorn district of Limpopo. A qualitative exploratory case study design and homogenous purposive sampling were employed to select two Technology teachers from two special schools in the Capricorn district. The findings of this study revealed that technology teachers encountered significant challenges in identifying and implementing appropriate creative teaching strategies to deliver the content of Mechanical Systems and Control effectively to learners with special learning needs. The study also indicated that although Technology teachers utilized PowerPoint presentations, narrative discourses, textbooks, and artifacts during instruction, these strategies were not always effective for learners with special learning needs. Consequently, the study recommends that teachers receive comprehensive training on teaching learners with special learning needs, focusing on different pedagogies and methods such as the guided exploration method, technology integration, visualization, and the use of technological artifacts to enhance instruction in Mechanical Systems and Control. These learner-centered methods enable teachers to cater to learners' individual learning needs.

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Section: The Use Of Digital Resources In a Special Education Classroommentioning

confidence: 99%

Inventive Ways of Teaching Mechanical Systems and Control to Grade 9 Learners with Special Learning Needs

Kekana,

Mtshali,

Ramaligela

2024

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

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“…The purpose of the core agriculture courses in the TVET colleges is to equip the graduates with skills that they can use in the real world. The general view is that the lecturers can perform their required teaching abilities in a certain subject area by utilising any available type of resource, equipment, or infrastructure (Mtshali, Ramaligela & Makgato, 2020). However, a lack of resources, equipment, and infrastructure has an impact on the lecturer's ability to conduct agricultural programmes.…”

Section: Teaching Skillsmentioning

confidence: 99%

“…It was noted that the majority of the resources and equipment were either insufficient or did not serve their functions. According to Mtshali, Ramaligela and Makgato (2020), the lecturers can accomplish their required teaching abilities in a certain subject area by utilising any available type of resources, equipment, and infrastructure.…”

Section: Item 5: What Kind Of Resources and Equipment Do You Experien...mentioning

confidence: 99%

Exploring Challenges, Teaching Strategies and Personality Traits to Implementing an Effective Agriculture-Based TVET Program in South Africa

Daniel¹,

Manto²,

Makgato³

2022

JTET

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Technical and Vocational Education and Training (TVET) is an educational field that emphasises on practical and lab-based learning environments. Equally important, TVET also makes a major contribution to the agriculture field. However, there are myriad issues that cause limited knowledge and skills for agricultural graduates, and these include butare not limited to the lack of resources, equipment, and infrastructure. The case study approach allows the in-depth collection of data through interviews and the observation of complex issues in their real-life settings. The research participants were purposefully and conveniently sampled due to their experience in agricultural programmes. The findings were presented using thematic analysis based on Mitzel's model which covers practical knowledge and skills, teaching skills, teaching styles, and personality traits. According to the study's findings, the lack of resources, equipment, and infrastructure restricted a lecturer's capacity to release their practical knowledge and skills, their teaching skills, teaching styles, and their personality factors when teaching agricultural programmes. The recommendation advises allocating the TVET colleges with adequate resources, equipment, and infrastructure to facilitate agricultural knowledge and skills.

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“…At the cutting edge of hands-on skills learning, rest the need to employ interactive learning as a device to help learners to become more engaged on their problem solving and critical thinking skills. In essence, interactive learning assist learners with conceptual understanding (Hockicko, Krišt′ ák, & Němec, 2015;Hake, 1998), whereas hands-on practical skills assist learners in putting those concepts into practice (Mtshali, Ramaligela & Makgato, 2020). In other words, learners who are given an activity to design and make a medicine cabinet artefact, should first understand through discussion with their peers and/ or teachers about what is a medicine cabinet, what it is used for and then discuss on the sizes and suitable designs for it.…”

Section: Interactive Learning and Hands-on Practical Skills Learning mentioning

confidence: 99%

Actualisation of Practical Lessons through Assessment in Civil Technology

Mtshali

Ramaligela

Makgato

2021

JTET

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Learning Civil Technology at the school level is not about discovering new or unknown ideas. Rather it is about capacitating learners with hands-on practical skills that are known and needed in engineering as well as artisans’ sectors. The purpose of this study is to explore how Civil Technology teachers actualise practical lessons through assessment. Purposive sampling was used to identify 5 teachers of Ekurhuleni district schools in the Gauteng Province to participate in this study. Observation, Document analysis and interview instruments were used as data-collection methods. Assessment theories were used as a conceptual framework to understand how various assessments are used to execute practical lessons of Civil Technology. The study found that only assessment for learning was used well by teachers, however, assessment as learning, as reflective, of learning and competency based assessment were used for compliance purposes and sometimes misunderstood as a tool to strengthen practical activities. It can be concluded that most Civil Technology teachers do not perceive assessment as a mechanism to strengthen hands-on practical activities. This study recommends that Civil Technology teachers should be assisted on how to appropriately use assessment strategies to cater for all learning needs associated with practical skills.

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Usage of digital resources in Civil Technology: A case of teaching Tools and Equipment

Cited by 12 publications

References 16 publications

Inventive Ways of Teaching Mechanical Systems and Control to Grade 9 Learners with Special Learning Needs

Inventive Ways of Teaching Mechanical Systems and Control to Grade 9 Learners with Special Learning Needs

Exploring Challenges, Teaching Strategies and Personality Traits to Implementing an Effective Agriculture-Based TVET Program in South Africa

Actualisation of Practical Lessons through Assessment in Civil Technology

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