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All Journal JPTK: Jurnal Pendidikan Teknologi dan Kejuruan Jurnal Inovasi Teknologi Pendidikan 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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Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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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 (2023): March
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 (2024): March
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.
Co-Authors Banoobhai, Mumthaz Dayi, Nzaliseko Kekana, Elizabeth Katane Khoza, Samuel Dumazi Msimango, Esie Zandile Msimango, Simphiwe Magnificent Mzimela, Ayanda Ndlovu, Lerato Kim Ndwandwe, Khanyisile Precious Ramaligela, Manto Sylvia Ramollo, Jeanette Khabonina Sephokgole, Ramongwane Daniel Sibiya, Mlondie Thlokomelo