The technological process as framework for the improvement of instruction of technology.

• Main Author: Nkosi, Duduzile Faith
• Published: 2008
• Subjects: Mpumalanga (South Africa); training of teachers; technology study and teaching (secondary)
• Online Access: http://hdl.handle.net/10210/1306

M.Ed. === Technology is relatively a new learning area that has been phased into grade 7 in 2000 as part of Outcomes-Based Education (OBE). Teachers have limited background knowledge in teaching technology, as they did not do technology in their pre-service training. In Mpumalanga, primary school teachers have a limited insight in the understanding of the technological process because they were only trained in the simplified version, namely that stated in the policy document, which has only some stages of the technological process. The purpose of this study was to find out whether the use of the thinking subprocesses and following the ten stages of the technological process can assist a teacher in the planning and teaching of a lesson in technology. A three days intervention was conducted in which twenty-five teachers were trained in the technology outcomes, teaching strategies, lesson planning format, the thinking subprocesses and the ten stages of the technological process. This was a case study following the qualitative research inquiry. One teacher was observed and interviewed, and her lesson plans studied. She was chosen from the group that attended the intervention. The research questions that formed the core of the study were, “how can the thinking subprocesses and the ten stages of the technological process assist teachers with the planning and teaching of the lesson?” and “What are the effects thereof in the planning of lessons?” Data was collected through observations, interviews and a review of documents. The findings revealed that when a teacher was following a technological process when planning the technology lessons, she used it as a framework for the lesson plan. She also used the technological process as a structure for the teaching of the lesson in class. As the teacher had a minimum knowledge of the technology content and teaching approaches, it also became clear that when she knew what aspects should be considered when planning and teaching, she managed to find the content information on what should be taught in her classes. Following the technological process gave her the confidence and guidance in the gathering of resources and the teaching of lessons. === Prof. P.J. Ankiewics