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All Journal JPTK: Jurnal Pendidikan Teknologi dan Kejuruan Jurnal Inovasi Teknologi Pendidikan Journal of Education Technology Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Jurnal Paedagogy Research in Social Sciences and Technology International Journal of Education and Teaching Zone
Mtshali, Thokozani Isaac
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Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Equipping Civil Technology Teachers with Hands-On Skills and Educational Resources for Effective Teaching of Practical Lessons Msimango, Simphiwe Magnificent; Mtshali, Thokozani Isaac; Khoza, Samuel Dumazi
Research in Social Sciences and Technology Vol 9 No 2 (2024): 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.2024.40

Abstract

Continuous 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.
Smartboard enhanced creativity in the technology classroom: lessons on mechanical systems and control Ndwandwe, Khanyisile Precious; Ramaligela, Manto Sylvia; Mtshali, Thokozani Isaac
Jurnal Pendidikan Teknologi dan Kejuruan Vol. 30 No. 1 (2024): (May)
Publisher : Faculty of Engineering, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jptk.v30i1.72289

Abstract

Creativity is significant in education as it makes learners to fully concentrate throughout the learning and teaching process. Hence, the purpose of this study was to explore the effectiveness of smart board in enhancing Technology teachers' creativity in the classroom. The theory of creativity was used as a lens to view the study, and the 9E instructional model which was used to guide and understand classroom activities. The study used a qualitative research approach and the case study design to gather and analyze data. The semi-structured interviews were used to collect data from four schools which were purposively sampled because they had smart boards. Four Technology teachers and eight learners were the participants in the study. To analyze the data, deductive content analysis was used. The findings of the study revealed that both teachers and learners perceived the smart board as effective in enhancing Technology teachers' creativity in the classroom. Teachers and learners indicated that smart board can present lessons more interesting, exciting, effective and develop learners' creative thinking skills. They could access the internet to search for online resources which include but are not limited to diagrams, pictures, online quizzes and YouTube videos to creatively present their lessons in the classroom. Different smart board programs such as the smart notebook, animation, PowerPoint presentations, and the show and hide feature can be used to enhance creativity. With the help of the smart board, teachers can use a variety of teaching methods to correct learners' misconceptions and further develop their creative thinking skills.
Factors Influencing Construction Technology Teachers' Ability to Conduct Simulations Effectively Mtshali, Thokozani Isaac; Msimango, Simphiwe Magnificent
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 7 No. 1: March 2023
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v7i1.1079

Abstract

The 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.
Inventive Ways of Teaching Mechanical Systems and Control to Grade 9 Learners with Special Learning Needs Kekana, Elizabeth Katane; Mtshali, Thokozani Isaac; Ramaligela, Manto Sylvia
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 8 No. 1: March 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v8i1.1424

Abstract

Mechanical systems and control are part of the Technology subject strand, which involves gaining knowledge and skills in using various machinery and mechanisms such as gears, belts, chains, elevators, and escalators. Technology teachers need to be familiar with innovative teaching methods for instructing learners with special needs. This study aimed to explore creative teaching strategies for teaching Mechanical Systems and Control to grade 9 learners with special needs in the Capricorn district of Limpopo. A qualitative exploratory case study design and homogenous purposive sampling were employed to select two Technology teachers from two special schools in the Capricorn district. The findings of this study revealed that technology teachers encountered significant challenges in identifying and implementing appropriate creative teaching strategies to deliver the content of Mechanical Systems and Control effectively to learners with special learning needs. The study also indicated that although Technology teachers utilized PowerPoint presentations, narrative discourses, textbooks, and artifacts during instruction, these strategies were not always effective for learners with special learning needs. Consequently, the study recommends that teachers receive comprehensive training on teaching learners with special learning needs, focusing on different pedagogies and methods such as the guided exploration method, technology integration, visualization, and the use of technological artifacts to enhance instruction in Mechanical Systems and Control. These learner-centered methods enable teachers to cater to learners' individual learning needs.
The Evolution of Teaching Resources in South African Schools : A Quest for Adaptive Teaching Strategies Mzimela, Ayanda; Banoobhai, Mumthaz; Ramollo, Jeanette Khabonina; Mtshali, Thokozani Isaac
Jurnal Paedagogy Vol 11, No 4 (2024): Jurnal Paedagogy (October 2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v11i4.13049

Abstract

This study aims to examine teachers’ usage and perceived value of 40 technology tools in order to enhance student learning outcomes. The study seeks to propose feasible approaches concerning the transition from traditional methods of teaching, towards technology-enhanced teaching in the classroom. This study employed the mixed method approach with embedded mixed methods research design. The data collection techniques were questionnaire, and open-ended questions. Face and content validity was assessed before the administration of the questionnaire. Descriptive statistics were used for quantitative variables. Quantitative data were analyzed by thematic analysis. The results of this study show that only 11% of the teachers are utilizing technology tools in the classroom with learners to support their instructional practices. This study provides valuable insights that will help teachers, principals, and policy makers move toward more technology-enhanced teaching and learning.
Teaching Graphic Communication and Techniques to senior phase Technology learners: A guide for teachers Sibiya, Mlondie Thlokomelo; Mtshali, Thokozani Isaac
International Journal of Education and Teaching Zone Vol. 4 No. 2 (2025): June 2025 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v4i2.390

Abstract

This study examined the teaching of Graphic Communication and Techniques to senior phase Technology learners. A quantitative research approach was adopted, and a case study design was employed. To a population of 7 teachers and 156 learners in Capricorn District, Limpopo in South Africa, a convenient sample of 13 teachers and 149 learners were used. This study collected data through questionnaires, observations and archive analysis. This study revealed that 76.92% of sampled teachers taught learners different structures using freehand technique and single point perspective, but this had a negative impact on leaners ability to use drawing tools as no teacher attempted to use and encourage learners to draw using adequate set squares. It was interesting to see that only 38.46% of teachers emphasised the need to use different colours in drawings to improve learners spatial and cognitive skills. Some of the leaners activities showed that different colours were used even though the drawings were not correct and appealing. Only 69.23% of teachers taught learners the use of correct line types, sadly learners were not receptive of this emphasis as most of them had drawings which were drawn in bold lines and not neat. In light of the emergent findings, this study recommended that teachers should engage in lesson study approaches with other colleagues teaching Technology in order to strengthen their grasp of learner-centred approaches that are appropriate for teaching graphic communication and techniques.
Computer Engineering Students’ Learning Experiences in Online Classes Mtshali, Thokozani Isaac; Mahlangu, Sizwe Marcus
Journal of Education Technology Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i2.94738

Abstract

Learning Computer Engineering concepts and skills can be challenging for any first-time student enrolled in this course. The challenge can even be greater when instruction to the course is offered through online classes where a host of technical and internet bandwidth challenges are unavoidable. Therefore, this study was conducted to evaluate computer engineering students’ experiences in online classes in a South African university. Through a convergent parallel mixed method research approach, this study purposively sampled 63 computer engineering students. Data was collected through questionnaires and interviews. Data was analyzed statistically and thematically to solicit the comprehensive findings of the respondent’s experiences. The study found that 41% of computer engineering students experienced reduced peer interaction, 45% had difficulty understanding course content due to limited lecturer responsiveness, 51% reported concentration issues caused by technical delays, and 87% faced internet connectivity problems that disrupted their learning. These findings indicate that although online learning offers flexibility, it is not fully effective for a hands-on program like computer engineering. The lack of real-time interaction, practical engagement, and stable digital infrastructure significantly hindered students' ability to grasp complex concepts. Therefore, the study concludes that online platforms are not yet suitable for delivering technical courses without substantial improvements in instructional design and technological support.
Tablet adoption and mobile learning impact in high school Ndlovu, Lerato Kim; Mtshali, Thokozani Isaac
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 3 (2025): September
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i3.88985

Abstract

This study examines the challenges of integrating mobile learning and tablet adoption in Tshwane West high schools, where inconsistent device availability, infrastructure limitations, and varying digital confidence hinder effective use. It explored how educators prepare learners for mobile learning, the effectiveness of training programmes for tablet adoption, and strategies to optimize mobile learning. Using a qualitative approach, data were collected from nine educators across three urban and township schools through semi-structured interviews, classroom observations, and document analysis. Findings show generally positive attitudes toward tablets, with noted improvements in lesson delivery and student engagement. However, sustained integration requires reliable technology access, continuous educator-focused professional development, and robust technical and administrative support. The study recommends incorporating collaborative projects, quizzes with immediate feedback, and multimedia presentations in lessons to enhance learner motivation and performance. For future research, longitudinal studies are suggested to evaluate the lasting effects of mobile learning on academic outcomes and to investigate institutional and infrastructural barriers in varied educational contexts. These insights will inform more effective policies and practices to advance digital education transformation in South African schools.
The Evolution of Teaching Resources in South African Schools : A Quest for Adaptive Teaching Strategies Mzimela, Ayanda; Banoobhai, Mumthaz; Ramollo, Jeanette Khabonina; Mtshali, Thokozani Isaac
Jurnal Paedagogy Vol. 11 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v11i4.13049

Abstract

This study aims to examine teachers’ usage and perceived value of 40 technology tools in order to enhance student learning outcomes. The study seeks to propose feasible approaches concerning the transition from traditional methods of teaching, towards technology-enhanced teaching in the classroom. This study employed the mixed method approach with embedded mixed methods research design. The data collection techniques were questionnaire, and open-ended questions. Face and content validity was assessed before the administration of the questionnaire. Descriptive statistics were used for quantitative variables. Quantitative data were analyzed by thematic analysis. The results of this study show that only 11% of the teachers are utilizing technology tools in the classroom with learners to support their instructional practices. This study provides valuable insights that will help teachers, principals, and policy makers move toward more technology-enhanced teaching and learning.
Co-Authors Banoobhai, Mumthaz Kekana, Elizabeth Katane Khoza, Samuel Dumazi Mahlangu, Sizwe Marcus Msimango, Simphiwe Magnificent Mzimela, Ayanda Ndlovu, Lerato Kim Ndwandwe, Khanyisile Precious Ramaligela, Manto Sylvia Ramollo, Jeanette Khabonina Sibiya, Mlondie Thlokomelo