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All Journal JPTK: Jurnal Pendidikan Teknologi dan Kejuruan Edukasi: Jurnal Pendidikan dan Pengajaran Research in Social Sciences and Technology International Education Trend Issues
Blose, Princess
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An Investigation on Factors Affecting the Teaching of Practical Assessment Tasks in the Senior Phase Technology Classrooms Blose, Princess; Ndlovu, Elliot Charles
Research in Social Sciences and Technology Vol 8 No 4 (2023): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2023.46

Abstract

This paper investigated factors affecting the teaching of practical assessment tasks in the Senior Phase Technology classroom at Ehlanzeni District in Mpumalanga Province, South Africa. The study follows the case study design. Three teachers were purposively sampled from three different schools based on their experience in teaching Technology in the Senior Phase. This paper is grounded on the Cognitive Apprenticeship theory. Qualitative data were collected using interviews. The data was analysed thematically. The emerging themes from the study were teachers’ knowledge and skills, resources and class size as contributing factors affecting the execution of practical assessment tasks in the Senior Phase Technology classroom. The study findings have adverse effects on learners’ achievements in practical assessment tasks, especially in design process skills.
Pedagogical Approaches for Teaching Education for Sustainable Development in the Technology Education Curriculum Blose, Princess
Research in Social Sciences and Technology Vol 10 No 1 (2025): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2025.12

Abstract

This study investigates pedagogical strategies to teach sustainable development within the Technology curriculum in South African secondary schools, with an emphasis on the Senior Phase. Despite the global acknowledgment of sustainable development as a critical topic, its practical application in the South African Curriculum Assessment Policy Statement (CAPS) is limited. This study seeks to fill this gap by studying the pedagogical tactics used by Technology teachers to build sustainability skills. Eight technology teachers from the Ehlanzeni region in Mpumalanga Province were carefully chosen to participate. Data was collected through observations and interviews, and analysed using content analysis. The findings show that while teachers are aware of sustainable development concepts, converting this understanding into successful classroom implementation presents substantial hurdles. The study identifies teacher collaboration as the primary instrument for incorporating sustainable development principles into the technology curriculum; nevertheless, practical implementation was challenging. This study responds to the requirement of integrating sustainable development into all South African disciplines, notably the Technology curriculum It emphasises the importance of specific interventions to bridge the gap between policy intent and classroom practice. 
Teaching Environmental Sustainability through Technology Education: An Indigenous Perspective Blose, Princess; Gumbo, Mishack
International Education Trend Issues Vol. 3 No. 1 (2025): International Education Trend Issue
Publisher : PT. BATARI EDU CALYA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Environmental sustainability has been a topic of discourse in various fields, including technology. Although the role of technology in environmental sustainability is emphasised, it is underplayed in Technology Education despite having multiple opportunities to promote indigenous knowledge towards environmental sustainability. This descriptive case study explored teaching environmental sustainability through Technology Education at the Mbombela and Mgwenya circuits of the Mpumalanga Province. Content analysis was conducted on Grades 7–9’s Curriculum and Assessment Policy Statement (CAPS), lesson plans, Annual Teaching Plans (ATPs), and Technology Education textbooks. The findings revealed that although CAPS Technology indicates environmental sustainability, it is underplayed in attempts to incorporate indigenous technology in teachers’ lesson plans and ATPs; the textbooks are almost silent on environmental sustainability. The study contributes indigenous perspectives on the opportunity Technology Education offers to teach environmental sustainability. The practical nature of the subject can change learners’ attitudes towards the environment through their learning activities.
Cultural Incorporation into Graphic Design Learning in South Africa: Learners’ Voices Blose, Princess; Adekola, Ayobami Precious
Edukasi Vol 12 No 2 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jtx0tb36

Abstract

The incorporation of cultural traditions into education is gaining recognition worldwide. In South Africa, the Curriculum and Assessment Policy Statement for the subject of Technology encourages learners to explore the intersection of societal values, technology, community, and the natural world. This study investigated the impact of cultural traditions on the acquisition of graphic design skills among senior-level technology learners, guided by the social learning theory. We examined how cultural norms influenced graphic design education, focusing on a group of Grade 9 learners in the Mgwenya circuit in Mpumalanga Province, South Africa. The data were collected through qualitative semi-structured interviews and classroom observations. The analysis was conducted using the interpretative phenomenological analysis framework. The study found that while learners understood the subject content, they lacked awareness of graphic design methodologies and did not effectively incorporate cultural elements into their work. This was attributed to the absence of supportive environments, opportunities for cultural expression, and genuine appreciation for cultural diversity. This study highlights the vital role of cultural practices in graphic design education within the Technology curriculum, emphasizing the need for a more inclusive and culturally responsive approach.
Fostering The Use Of Indigenous Knowledge System To Teach Freehand Sketches In Engineering Graphics and Design Blose, Princess; Mtshali, Thokozani Isaac
Jurnal Pendidikan Teknologi dan Kejuruan Vol. 31 No. 2 (2025): (October)
Publisher : Faculty of Engineering, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jptk.v31i2.77379

Abstract

Teacher's expertise in design plays an important role in communicating drawing messages. This expertise is often influenced by their general knowledge and culture's identity and core principles, which is all part of Indigenous Knowledge. The purpose of this study was to explore teachers experiences in the use of Indigenous Knowledge System (IKS) to teach freehand sketches in engineering graphics and design. This study used a qualitative research approach and phenomenological design to understand participants experiences. Indigenous knowledge framework was employed to capture all relevant information. Interviews and classroom observations were used to collect data and thematic analysis was used to analyse it. So, this study discovered that teachers used drawing designs inspired by South African cultural designs taken from Indigenous Ndebele decoration patterns, and Contextualised storytelling to foster Indigenous Knowledge when teaching freehand sketches in engineering graphics and design. As a recommendation, this study is still calling for a content knowledge structure that revolves around the application of IKS, rather than focusing just on a small number of topics where teachers must find creative ways to incorporate IKS.
Co-Authors Adekola, Ayobami Precious Gumbo, Mishack Mtshali, Thokozani Isaac Ndlovu, Elliot Charles