A case study of the constraints to the effective teaching of technology in grade 7 experienced by schools of a district in KwaZulu-Natal.

Abstract

This study concerned itself with the constraints experienced to the effective teaching of Technology in Grade 7 by schools of a district in KwaZulu-Natal. The study arose out of personal experiences of managing staff who had a responsibility to teach Technology in my school. It was assumed that by highlighting some of the problems encountered by schools in the teaching of this new learning area, future teaching and learning might improve. The main research question was: What constraints are experienced by Grade 7 teachers to effective teaching of Technology? A number of specific research questions were generated which focused on the main issues of the research. These were: Are there relevant physical resources available for the teaching of Technology in schools?; Do teachers possess the required skills to teach Technology?; Are teachers' understandings of the Technology Learning Area similar to official department policy?; What attitudes do teachers have towards the new Technology Learning Area? Approaching from a realist perspective, a descriptive case study was used to gather both qualitative and quantitative data. Schools offering Technology in Grade 7 in a school district of 94 schools were supplied with questionnaires for the principal and technology teachers to complete and return. These questionnaires were followed by classroom observations and teacher interviews in carefully selected schools. Data were coded, captured, analyzed and interpreted. Arising from the data analysis a number of findings were presented. The main findings were: In most cases, schools in the district do not have the specific resources required for the teaching of Technology in Grade 7. While most had general physical school infrastructure this was not always in a good condition. Teachers do not have many of the skills or competencies required to teach Technology. The majority of teachers who had been assigned to teach Technology had not received sufficient training. Where some training had taken place, the majority found it not very useful. Teachers have a common understanding about what Technology as a discipline is but differ on what should be emphasized in technology education at school. Teachers had a positive attitude to the introduction of the Technology Learning Area in the curriculum but suggest that it be combined with Natural Science Learning Area at the senior phase. Arising from these findings two main recommendations were made involving the allocation of resources to rural schools in which it was felt that the Department of Education should take primary responsibility and the continuing professional development of technology teachers in which two complementary models were suggested. Further research was suggested in the area of separate or integrated science and technology learning areas and on the long term impact of the teaching of Technology on technological literacy and its impact on the economy.