Advanced Diploma in Technology Education

Purpose

The purpose of the Advanced Diploma in Technology Education is to strengthen, supplement, upgrade and enrich the teachers' knowledge of, understanding and skills in their existing specialisation of either Senior Phase Technology or Further Education and Training (FET) Engineering Graphics or Design or FET Civil Technology or FET Electrical Technology or FET Mechanical Technology. This qualification will also enable teachers to have an in-depth and systemic understanding of current thinking, practice, theory and methodology in Technology/Engineering Graphics and Design/Civil Technology/Electrical Technology/Mechanical Technology. The qualification will guide teachers in developing an understanding of the nature of the subject discipline and to acquire pedagogic content knowledge. The teacher will be able to teach Senior Phase Technology or FET Engineering Graphics and Design or FET Civil Technology or FET Electrical Technology or FET Mechanical Technology. The curriculum covers theoretical and pedagogical components required in the teaching of Technology/Engineering Graphics and Design/Civil Technology/Electrical Technology/Mechanical Technology. This qualification comprises a knowledge mix consisting of four knowledge strands, accompanied by four Pedagogical Content Knowledge (PCK) components, to break the predominant transmission mode that characterises many classrooms.

Upon qualifying teachers will be able to

• Analyse and use relevant Technology/Engineering Graphics and Design/Civil Technology/Electrical Technology/Mechanical Technology support materials and demonstrate a sound grasp of the fundamental conceptual technological knowledge required for teaching in the area of specialisation.
• Use a variety of teaching and learning approaches, such as inquiry-based learning in the classroom, in order to better address problem solving in Technology/Engineering Graphics and Design/Civil Technology/Electrical Technology/Mechanical Technology.
• Adhere to and maintain high ethical standards in the area of specialisation.

Rationale

Currently a majority of the teachers who are teaching technology were former Home Economics, Woodwork, Metalwork and Industrial Arts teachers. These teachers are finding it difficult to make a paradigm shift from their old subjects to technology education, and therefore need to be equipped with the underlying philosophy and the relevant knowledge and skills pertaining to technology education. Therefore, there is a need among teachers for Continuing Professional Development (CPD) in terms of specialised knowledge of and skills in technology teaching. Furthermore teachers need to understand the subject matter deeply and flexibly, so that they can help learners create useful cognitive maps, relate ideas to one another, and address misconceptions. Teachers need to see how ideas connect across the fields to everyday life. This kind of understanding provides the foundation for Pedagogical Content Knowledge to enables teachers to make ideas accessible to others. Thus the rationale for CPD learning programmes such as the Advanced Diploma in Technology Education is to assist teachers to become such keystone teachers.

The Advanced Diploma in Technology Education has been developed to provide teachers with opportunities to strengthen or supplement their existing specialisation in either Senior Phase Technology or FET Engineering Graphics and Design or FET Civil Technology or FET Electrical Technology or FET Mechanical Technology, in ways that will be meaningful to the lives of learners. This qualification is designed with five endorsements, namely Senior Phase Technology, FET Engineering Graphics and Design, FET Civil Technology, FET Electrical Technology and FET Mechanical Technology, thus catering for the professional development needs of individual teachers.

Recognition of Prior Learning (RPL)

In accordance with the University's Recognition of Prior Learning Policy, candidates may gain access to the qualification without the prerequisite formal qualification by being granted advanced standing on the basis of the assessment of prior learning. In addition registered learners in the qualification may have prior learning assessed to be granted exemption from certain modules according to the University's policy and procedures.

Entry Requirements

To gain admission into the Advanced Diploma in Education in Technology Education the teacher is required to have either

• A Bachelor of Education Degree.

Or

• A Bachelors Degree or Diploma, and a Postgraduate Certificate in Education (or equivalent).

Or

• A Higher Diploma in Education.

Or

• A Further Diploma in Education.

Or

• An Advanced Certificate in Education.

Or

• A three-year College of Education Diploma.

Or

• A National Professional Diploma in Education.

This qualification comprises an optional module at NQF Level 5, compulsory and elective modules at NQF Level 7, totalling 120 Credits.

Optional Module, Level 5, 12 Credits (Teachers who enter the programme without ICT competence are required to choose this module).

• Information and Communication Technology in Education (ICT).

Compulsory Modules, NQF Level 7, 40 Credits.

• Inquiry Methodology, 20 Credits.
• Conceptual Change, 20 Credits.

Elective Modules, NQF Level 7, 80 Credits

• Advanced Senior Phase Technology for Education A, 10 Credits.
• Advanced Senior Phase Technology for Education B, 10 Credits.
• Advanced Senior Phase Technology for Education C, 10 Credits.
• Advanced Senior Phase Technology for Education D, 10 Credits.
• Pedagogical Content Knowledge A in Senior Phase Technology, 10 Credits.
• Pedagogical Content Knowledge B in Senior Phase Technology, 10 Credits.
• Pedagogical Content Knowledge C in Senior Phase Technology, 10 Credits.
• Pedagogical Content Knowledge D in Senior Phase Technology, 10 Credits.

Or

• Advanced FET Engineering Graphics and Design for Education A, 10 Credits.
• Advanced FET Engineering Graphics and Design for Education B, 10 Credits.
• Advanced FET Engineering Graphics and Design for Education C, 10 Credits.
• Advanced FET Engineering Graphics and Design for Education D, 10 Credits.
• Pedagogical Content Knowledge A in FET Engineering Graphics and Design, 10 Credits.
• Pedagogical Content Knowledge B in FET Engineering Graphics and Design, 10 Credits.
• Pedagogical Content Knowledge C in FET Engineering Graphics and Design, 10 Credits.
• Pedagogical Content Knowledge D in FET Engineering Graphics and Design, 10 Credits.

Or

• Advanced FET Civil Technology for Education A, 10 Credits.
• Advanced FET Civil Technology for Education B, 10 Credits.
• Advanced FET Civil Technology for Education C, 10 Credits.
• Advanced FET Civil Technology for Education D, 10 Credits.
• Pedagogical Content Knowledge A in FET Civil Technology, 10 Credits.
• Pedagogical Content Knowledge B in FET Civil Technology, 10 Credits.
• Pedagogical Content Knowledge C in FET Civil Technology, 10 Credits.
• Pedagogical Content Knowledge D in FET Civil Technology, 10 Credits.

Or

• Advanced FET Electrical Technology for Education A, 10 Credits.
• Advanced FET Electrical Technology for Education B, 10 Credits.
• Advanced FET Electrical Technology for Education C, 10 Credits.
• Advanced FET Electrical Technology for Education D, 10 Credits.
• Pedagogical Content Knowledge A in FET Electrical Technology, 10 Credits.
• Pedagogical Content Knowledge B in FET Electrical Technology, 10 Credits.
• Pedagogical Content Knowledge C in FET Electrical Technology, 10 Credits.
• Pedagogical Content Knowledge D in FET Electrical Technology, 10 Credits.

Or

• Advanced FET Mechanical Technology for Education A, 10 Credits.
• Advanced FET Mechanical Technology for Education B, 10 Credits.
• Advanced FET Mechanical Technology for Education C, 10 Credits.
• Advanced FET Mechanical Technology for Education D, 10 Credits.
• Pedagogical Content Knowledge A in Mechanical Technology, 10 Credits.
• Pedagogical Content Knowledge B in Mechanical Technology, 10 Credits.
• Pedagogical Content Knowledge C in Mechanical Technology, 10 Credits.
• Pedagogical Content Knowledge D in Mechanical Technology, 10 Credits.

1. Analyse and use relevant Technology/Engineering Graphics and Design/Civil Technology/Electrical Technology/Mechanical Technology support materials and demonstrate a sound grasp of the fundamental conceptual technological knowledge required for teaching in the area of specialisation.
2. Use a variety of teaching and learning approaches, such as inquiry-based learning in the classroom, in order to better address problem solving in Technology/Engineering Graphics and Design/Civil Technology/Electrical Technology/Mechanical Technology.
3. Adhere to and maintain high ethical standards in the area of specialisation.

Associated Assessment Criteria for Exit Level Outcome 1

• Understand how materials are formed, manipulated, and transformed in different ways, depending on their properties, and understand the role of material evaluation in determining suitability for use in product development.
• Apply the Lessons learnt from findings captured in research publications.
• Use various theories to enhance and improve technology teaching and learning practice in the area of specialisation.
• Develop a comprehensive Pedagogical Content Knowledge (PCK) and demonstrate the PCK in the use of appropriate resource materials in the area of specialisation.
• Access, and prioritise resources that are current and relevant to the learning process and categorise the resources according to the established schema.
• Create digital resources for classroom learning to challenge and extend their learners' conceptual knowledge by sourcing material using search engines to explore science and technology artefacts.

Associated Assessment Criteria for Exit Level Outcome 2

• Assist learners in their conceptual change and to address learner misconceptions effectively in the area of specialisation.
• Select and apply appropriate teaching and learning approaches to achieve specific learning objectives.
• Display an understanding of problem-solving, creativity and teaching strategies relying on a well-developed PCK in the area of specialisation.

Associated Assessment Criteria for Exit Level Outcome 3

• Critically reflect on own practice and identify areas of growth in the subject and pedagogical knowledge, and map own professional development. Demonstrate care, accountability and critical reflection when facilitating learning in diverse contexts.
• Acknowledge the uniqueness, individuality, and specific needs of each learner, guiding and encouraging each to realise his or her potentialities in the area of specialisation.
• Align professional stance to reflect the principles as captured in the Faculty's conceptual framework.

Integrated Assessment

A range of summative assessment opportunities is required and may include tests, assignments, portfolios, practical demonstrations, presentations, written and oral examinations, open-book written examinations, "take-home" examinations, etc. There is a minimum of three summative assessment opportunities per semester module and at least seven summative assessment opportunities per year module. The weighting of the summative assessment will be at least 50% but not more than 60% of the final mark.

The primary purpose of formative assessment is to support the learning process through constructive feedback to learners. Formative assessment supports teaching and learning, provides feedback to the learner, diagnoses the learners' strengths and weaknesses, assists in the planning of future learning and helps to make decisions on the readiness of the learner to do a summative assessment. Summative assessments are conducted to make a judgment about the level of competence of learners in relation to the exit level outcomes of the qualification. The marks reflect a pass or fail. An assessment analysis is done for each assessment to ensure that all questions are on the correct cognitive level as well as to ensure an appropriate percentage of higher and lower cognitive questions.