The role of technology teachers' knowledge in promoting Grade 7 learners' higher order thinking skills in Johannesburg West District of Gauteng Province
Contributor(s)Gumbo, Mishack Thiza
Higher order thinking
Full recordShow full item record
AbstractThe aim of this study was to investigate the role of Technology teachers’ knowledge in promoting learners’ higher order thinking skills. This aim was addressed by conducting the relevant literature survey and an empirical investigation. Four schools were selected in the Johannesburg West District. Here, twelve Grade 7 Technology teachers, three from each school, were interviewed and observations conducted. The data was analysed and findings presented ultimately. The findings reveal that Technology teachers who possess a greater depth of technological content knowledge, pedagogical knowledge and assessment knowledge are more effective in as far as promoting learners’ higher order thinking. On the other hand, Technology teachers who possess a shallow technological content knowledge, pedagogical knowledge and assessment knowledge struggle to promote learners’ higher order thinking. The main conclusions drawn from this study are that Technology teachers’ knowledge can play a role in learners’ acquisition of higher order thinking skills. Therefore, Technology teachers should acquire a sound technological knowledge in order to be able to promote learners’ acquisition of higher order thinking skills.
Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
Technology -- Study and teaching (Secondary) -- South Africa -- Johannesburg -- Case studies
Critical thinking -- South Africa -- Johannesburg -- Case studies
Maluleke, Richard (2013) The role of technology teachers' knowledge in promoting Grade 7 learners' higher order thinking skills in Johannesburg West District of Gauteng Province, University of South Africa, Pretoria, <http://hdl.handle.net/10500/11831>
Copyright/LicenseUniversity of South Africa
Showing items related by title, author, creator and subject.
Thinking Systematically About Scaling UpJonasova, Marketa; Cooke, Sanjiva (World Bank, Washington, DC, 2017-06-05)The objective of this report is to
assess the usefulness of providing guidance for scaling up
good practices in core ARD business lines, and to test the
prospects for doing so. The output of the document is a
guide for a systematic discussion on scaling up of
Competitive Grant Schemes (CGSs) for agricultural research
and extension at key decision points during the life of an
ARD project. This report addresses the other end of the
state-of-practice spectrum - good practices and beyond. The
preparation of this report entailed five main activities: An
overview of scaling up concepts and approaches; the
selection of a particular sub-area within one of ARD s core
business lines - scaling up CGS for agricultural research
and extension; application of the IFAD/Brookings framing
questions to five World Bank projects that were identified
as addressing that business line - using information
provided by the project's task team leaders (TTLs) or
other member of the project team; the development of
sub-area specific guidance for a systematic discussion on
scaling up based on the findings from a series of five case
studies; and validation of the scaling up guidance for CGSs
for agricultural research and extension by World Bank
practitioners and other internal consultations.
Thinking and creativity in learning mathematics teachingStake, Robert E.; Bruce, Bertram C.; Stake, Robert E.; Witz, Klaus; Higgins, Christopher R.; Rosu, Luisa Maria (2010-08-20)Preparation to teach school mathematics should include developing an understanding of classroom mathematical interactions. The research literature and professional expertise agree that a teacher???s ability to respond to classroom mathematical interactions depends on her understanding of the subject matter within pedagogical situations. As a consequence, teacher education programs try to cultivate the novice teacher???s ability to respond to classroom mathematical interactions by developing the integration of mathematical and pedagogical thinking. This study re-evaluates that commitment, giving attention to current cognitive models of teachers??? integration of knowledge and to practice-based approaches to teacher learning. Unlike previous studies on teachers??? professional knowledge, this research provides a micro-perspective on teachers??? responses to student utterances. Using extended dialogues from the classrooms of two experienced and respected teachers, the study searched for a relationship between the teachers??? mathematical and pedagogical thoughts. Analysis drew attention to a complex dynamic: one of association of mathematical and pedagogical thoughts through the teacher???s perceptual and situational understanding of the dialogue. Clearly, classroom mathematical interactions were found to include metaphoric paraphrasing of what students said, but little integration. This finding highlights the need to understand better teachers??? comprehension of mathematical classroom dialogue from an interactional perspective. At the practical level, the study suggests a greater place in professional development for perceptual mediation of teachers??? understanding of classroom interactions.
Knowledge management: re-thinking information management and facing the challenge of managing tacit knowledgeSuliman Al-Hawamdeh (University of Sheffield, 2002-01-01)Knowledge management has generated much interest in recent years and has become the latest management buzz in town. Many people start wondering whether knowledge management is here to stay or it is just another consultancy fad. To put things in perspective, it is important to look at the sequence of events that led to the rise of knowledge management. The arrival of the information society and the move toward the knowledge-based economy highlighted the importance of tacit knowledge and the need to manage knowledge resources including skills and competencies. Knowledge management as a concept with people taking the centre stage has prompted us to rethink information management and shift focus from trying to develop intelligent systems to that of developing tools for intelligent people. It is this realization in my opinion that makes knowledge management attractive to many organizations. While the focus in information management is mostly on explicit knowledge, knowledge management brings a new dimension, the need to manage tacit knowledge by focusing on people and enhance their capability by improving communication, information transfer and collaboration.