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All Journal The Asian Journal of Technology Management (AJTM) Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Research in Social Sciences and Technology
Khoza, Samuel Dumazi
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Decision Sciences, Operations Research & Management Education Mathematics Physics 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.
The Significance of Hand Tool Skills in the Fourth Industrial Revolution: A Focus on the Construction Concept Mhlongo, Khethukuthula Mayisatshaba; Khoza, Samuel Dumazi; Skosana, Ndlelehle Miskien
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.v7i1.1026

Abstract

The study investigated the significance of hand tool skills in the Fourth Industrial Revolution (4IR) era in teaching the construction concept in a civil Technology subject. The construction concept is one of the most practical concepts in civil Technology that is learnt in the Further Education and Training stream in the South African education curriculum. It deals with issues that cut across bricklaying and plumbing among others. Purposive sampling was used to select six teachers to take part in the study. Classroom observation and semi-structured interviews were used as instruments for data collection. The Technological Pedagogical and Content Knowledge framework was used to support the study. Data were analysed descriptively for classroom observations and through verbatim quotes for interviews with teachers. The study's findings discovered that teachers lack knowledge and understanding of 4IR and that they fail to use instructional practices that prepare learners for the 4IR jobs because of a lack of support from school officials. Teachers also lack the essential technologies to prepare learners that would thrive in the 4IR workplaces; hence their instructional practices are still using hand tools in the construction concept, which is not significant to the current trends. The study recommends that the Department of Education needs to train teachers to be ready to prepare learners for the 4IR jobs within the construction sector.
Identifying the Gaps in the Management of Work Integrated Learning Among TVET College National Certificate (Vocational) Students Molele, Masilu Bunny; Khoza, Samuel Dumazi; Skosana, Ndlelehle Miskien
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.v8i1.1199

Abstract

Work Integrated Learning (WIL) is a crucial activity for students enrolled in Technical and Vocational Education and Training (TVET) programs in South Africa and globally. Effective management of this activity is essential to ensure that students are well-prepared for their placement in the workplace. Unfortunately, the current situation in South African TVET colleges often falls short, with students frequently finding themselves in workplaces where they lack the necessary readiness. To address this issue, a mixed-method approach was employed to select 50 Level 4 students from the National Certificate Vocational program and four Work Integrated Learning (WIL) coordinators. The objective was to identify the challenges faced by students during their WIL experience. Data was collected through questionnaires administered to the students and face-to-face interviews conducted with the WIL coordinators. The findings of the study revealed that 68% of the students were not adequately informed about workplace dynamics, which posed a significant challenge. Additionally, 82% of the respondents stated that they were never briefed on the employer's expectations upon their arrival at the workplace. While students found the activities in the workplace interesting, they observed a noticeable gap between what they learned in college and the realities of the industry. These challenges clearly indicate a lack of proper WIL management in the TVET colleges. To address these issues, it is recommended that the college curriculum planner collaborates closely with industries to align the curriculum with industry expectations and requirements. This synergy will enhance students' WIL experience and better prepare them for the workplace.
Challenges to the Development of a Flipped Classroom in Grade 6 Geography Mokoena, Matome Joseph; Khoza, Samuel Dumazi; Skosana, Ndlelehle Miskien
The Asian Journal of Technology Management (AJTM) Vol. 18 No. 2 (2025)
Publisher : Unit Research and Knowledge, School of Business and Management, Institut Teknologi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12695/ajtm.2025.18.2.1

Abstract

Abstract. This qualitative study explores the challenges facing efforts to develop a flipped classroom in grade 6 geography classes at a school district in North West Province, South Africa. This research was conducted because the current instructional practices in these classes leave much to be desired, encouraging passive learning among students. Data was collected, following purposive sampling, from five grade 6 geography teachers and five department heads through face-to-face interviews and, later, non-participant classroom observations with the teachers. The findings reveal that, although teachers are keen on integrating information and communications technology in their classrooms, they lack the necessary digital tools. This problem is exacerbated by their shallow technology skills, which hinder their efforts to flip the classroom. Even though learners are typically digitally savvy, contextual factors prevent them from learning independently through digital means, leaving them with a passive learning approach. Ultimately, the study recommends, among other proposals, that teachers be trained to use ICT and digital tools so as to facilitate digitally enabled classrooms. Keywords: Flipped classroom, information and communications technology, geography, technological and pedagogical content knowledge
Co-Authors Mhlongo, Khethukuthula Mayisatshaba Mokoena, Matome Joseph Molele, Masilu Bunny Msimango, Simphiwe Magnificent Mtshali, Thokozani Isaac Skosana, Ndlelehle Miskien