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Research Publications (Arts and Design)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/214

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Subject: search.filters.subject.Civil technology

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    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 Isaac
    In 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.
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    Digitization of civil technology practical lessons for project-based learning at Ekurhuleni-East, South Africa
    (IATED, 2024-07) Msimango, Simphiwe Magnificent
    In 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.
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    Skills training through hands-on practical activities in civil technology : a case study of three technical schools in South Africa
    (NWU School of Basic Sciences, 2014-12) Makgato, M.; Maeko, Mogale Simon A.
    Skills training for Civil Technology learners in South African schools, is an aspect entrenched in the Civil Technology policy document in order to produce skilled personnel for a sustainable economy. Practical activities through the Practical Assessment Task (PAT) are national requirements for all practical-based subjects from grades 10–12 in South African schools. The purpose of this study was to investigate the status of Civil Technology practical activities in three South African schools in the Eastern Cape Province. Purposive sampling was used to identify 41 learners and 3 teachers to participate in the study. Questionnaires, semi-structured interviews and observation as data collection methods were instruments used to collect data. The study has found that learners exit grade 12 without basic practical hands-on skills. Civil Technology practical activities were found to be inadequately offered in the three schools investigated. Educators should be well-trained by higher education institutions (HEIs) to conduct practical activities with learners so that these learners are equipped with marketable skills in order to contribute to a sustainable economy after grade 12. Technology teacher education and training should include regular exposure and visits to relevant industries in order for teachers to keep abreast with the latest technological developments. The supply of equipment to schools should be coupled with routine maintenance of the equipment.