Assessing Educators’ Views on the Implementation of Technology Education in Selected Schools

Abstract

Technology education is an important factor in every learner’s education. It contributes to the intellectual and practical development of the learners to enable them to cope with the challenges of a technological society. Utilizing both quantitative and qualitative methodologies, this study sought to investigate the extent to which the learning and teaching of technology was implemented in schools in the Mthatha Education District in South Africa. A case study design was followed. A purposive sample of 20 senior phase educators was used in the study. A semi- structured questionnaire was employed to collect data. Quantitative data were analysed manually and qualitative data were analysed through content analysis. The results obtained revealed that the implementation of the technology learning area faced a number of challenges such as lack of resources especially the rural schools, lack of people who are knowledgeable on Outcomes-based education (OBE) or the OBE modes of learning and teaching technology and its assessment methods, ineffectiveness arising out of large and overcrowded classes, challenges originating from or as a consequence of redeployment and the rationalization of educators and the lack of human resource to assist in the implementation of technology. The study showed the need for the improved provision of supportive service from relevant subject advisors and their continuous contact with educators in order to offer advice and assistance in order to improve the quality of technology teaching and learning in schools. The professional knowledge and skills of subject advisors as well as educators need to be extended, refreshed and updated. DOI: 10.5901/mjss.2014.v5n16p463