Research Publications (Arts and Design)
Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/214
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Item How civil technology teachers teach woodworking practical skills in schools : a case of Ekurhuleni East, South Africa(Noyam Publishers, 2024-08) Msimango, Simphiwe Magnificent; Mtshali, Thokozani IsaacIn this Fourth Industrial Revolution (4IR) date, Technology Education teachers are exposed to a of variety teaching methods to ensure that they practice teaching practical skills effectively. Thus, Civil Technology teachers may use different methods such as practical demonstration of skills, videos and photos for teaching woodworking practical skills in schools. The goal of this research was to enquire how Civil Technology Teachers teach woodworking practical skills in schools at Ekurhuleni East, South Africa. Purposive sampling was used to identify a total of Nine (9) Civil Technology teachers to participate in this study. Mixed method research was used where semi-structured interviews and explanatory survey research were combined and integrated as a complementary data collection tool. According to the findings of this study, most of the Civil Technology teachers use practical demonstration of skills as a method to teach woodworking skills in schools. This is because practising the skills in front of the students in the workshop will not only benefit the students but will also develop teachers’ effective teaching skills for woodworking practical skills. The study recommended that teaching and learning time allocation for Civil Technology must be increased so that teachers can be able to demonstrate woodworking practical skills and also monitor hands-on activities. This paper will aid Civil Technology teachers in exploring some ways of teaching that can benefit all students regardless of their class differences when teaching woodworking practical courses.Item Equipping civil technology teachers with hands-on skills and educational resources for effective teaching of practical lessons(OpenEd Network, 2024) Msimango, Simphiwe Magnificent; Mtshali, Thokozani Isaac; Khoza, Samuel DumaziContinuous professional development for teachers will always be prioritized, especially in cases where there are obvious and conspicuous gaps in their subject-matter expertise and when they handle practical skills exercises with inadequate planning and delivery. Hence, this study explores the effects of equipping Civil Technology teachers with hands-on skills and provision of educational resources for effective teaching of practical lessons. This study purposefully sampled nine (09) Civil Technology teachers from Ekurhuleni East, Gauteng province of South Africa. This study was hinged on Stronge’s qualities of effective teachers as its framework. This study adapted a mixed method design where closed-ended questionnaires and semi-structured interviews were considered relevant data collection instrument and sources. A sequential explanatory design was used to analyze the collected data. The findings reveal that even though teachers get continuous hands-on skills training from the Gauteng Department of Education (GDE) annually, the trainings are often too generic and do not adequately boost teachers with confidence to teach specific skills (i.e., construction and plumbing) to learners. As a result, Civil Technology teachers could not actualize their continuous professional development training as an element of learning to become innovative skills teachers. The survey found that while certain Ekurhuleni East schools have instructional tools, some of the teachers were not trained to use them, which made it difficult to effectively teach practical lessons in Civil Technology. Therefore, this study recommended that the Gauteng Department of Education should focus on discipline specific instructional strategies that will promote innovation in skills-based activities in Civil Technology.Item Digitization of civil technology practical lessons for project-based learning at Ekurhuleni-East, South Africa(IATED, 2024-07) Msimango, Simphiwe MagnificentIn this modern education system, digitizing education at the secondary school level will be crucial to preparing learners for a world in which technology will become a valuable tool to make Civil Technology practical skills learning easy and more integrated into real-life projects. Digitization of practical lessons involves transferring traditional in-person hands-on practical demonstrations into digital formats using images and video recordings. However, following a teacher-led class, this teaching approach eases teachers' workload because learners will be using digital resources like smartphones and tablets to recall and practice the demonstrated practical skills; and that creates enough time for teachers to monitor and evaluate Project-Based Learning (PBL) activities in the classroom or workshop. Thus, using a case study research strategy, this study aimed to investigate whether digitization of practical lessons could assist in overcoming the challenge of limited time for PBL activities in schools. Purposive sampling was used to select twelve (12) Civil Technology teachers to participate in this study. Non-participant observation and semi-structured interview instruments were used as data-collection methods. Data collected was analysed using thematic analysis. The study found that Civil Technology teachers preferred the hands-on demonstration method and video recordings to conduct PBL. Furthermore, this study found that most Civil Technology teachers from Ekurhuleni East, South Africa do have Information and Communication Technology (ICT) knowledge and their schools have access to educational technologies like computers, smart boards, and internet coverage in their yards that may support digital teaching and learning. Therefore, this study recommends the digitization of Civil Technology practical lessons for effective teaching and convenience purposes.Item Factors influencing construction technology teachers' ability to conduct simulations effectively(Lembaga Penelitian dan Pemberdayaan Masyarakat - LITPAM, 2023-03) Mtshali, Thokozani Isaac; Msimango, Simphiwe MagnificentThe 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.