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All Journal 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

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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.
Co-Authors Gumbo, Mishack Ndlovu, Elliot Charles