Bachelor of Education Honours in Technology Education

Purpose

The Bachelor of Education Honours (BEd Hons) in Technology Education strives to develop teachers to be able to carry out small research projects and to consolidate and enrich the teachers' academic and teaching knowledge as outlined by the Policy on the Minimum Requirements for Teacher Education Qualifications (MRTEQ). In responding to MRTEQ, the BEd Hons (Technology Education) creates and develops a solid foundation for teachers to understand and analyse concepts and theoretical frameworks in Education.

This qualification is intended to provide teachers with deeper understanding of both conceptual and procedural knowledge that underpin Technology Education. Furthermore, the qualification cultivates cognitive aptitudes that are suitable to and applicable in the field of Technology Education. Technology Education endeavours to produce teachers that are capable of making a significant contribution in t society while solving authentic technological problems which are embedded in real-life contexts.

Rationale

The International Technology Education Association has emphasised that a major consequence of accelerated technological change is the difference in levels of technological ability and understanding among teachers and between teachers and the average citizen. There is a widening gap between the knowledge, capability and confidence of the average citizen and that of the inventors, researchers, and implementers who continuously revolutionise the technological world. While it is logical and necessary for the developers to have advanced technological capacity, the general public needs to be technologically literate.

The power of today's technological processes needs society and individuals to decide what, how, and when to develop or use various technological systems. Such decision-making depends upon all citizens acquiring a basic level of technological literacy, which is the ability to use, evaluate, and understand technology. Technological literacy is vital to individuals, the community, for national economic prosperity and for the earth's continued ability to sustain life. Furthermore, the need to develop a technological literate society is stipulated in the Curriculum Assessment Policy Statement (CAPS). Thus the Bachelor of Education Honours in Technology Education provides an opportunity to nurture competent technology teachers to enhance the technological capabilities of citizens.

Recognition of Prior Learning (RPL)

This qualification may be achieved in part through the recognition of relevant prior learning and experience as per the University's RPL policy. This policy clearly outlines the structure and processes that must be followed for the RPL process when the need arises. Appropriate assessment tasks and tools are designed to assess the individual candidates against the outcomes on a case-by-case basis, and detailed records are maintained. RPL can also be used to grant learners advanced standing through the awarding of module exemptions.

Entry Requirements

The minimum admission requirements for the Bachelor of Education Honours (Technology Education) Degree, is

• A Bachelor of Education, Level 7 (in Senior Phase and/or Further Education Training Phase teaching).
• An appropriate general Bachelor's Degree and a recognised Professional Teaching qualification.

The qualification comprises compulsory modules at NQF Level 8, totalling 128 Credits.

• Research Project in Technology Education, 32 Credits.
• Research Approaches in MST Education, 24 Credits.
• Philosophy and Nature of Technology Education, 24 Credits.
• Contemporary Issues in Technology Education, 24 Credits.
• Teaching, Learning and Assessment in Technology, 24 Credits.

1. Critically analyse and evaluate both conceptual and procedural knowledge in Technology Education of learners
2. Carry out independent research in Technology Education and report the results in written report.
3. Demonstrate the ability to understand and reflect on the learners' cognitive skills that are needed when using technology.

Associated Assessment Criteria for Exit Level Outcome 1

• Concepts and procedures that support and justify the essence of Technology Education are understood.
• Authentic technological problems that are embedded in the real-life experience are solved.
• The design processes are systematically articulated.

Associated Assessment Criteria for Exit Level Outcome 2

• The research projects that display cognisance of various research approaches and methodology are developed.
• Information from primary and secondary sources is gathered, arranged, analysed and critically evaluated.
• Research results are innovatively and precisely presented and the potential to be an aspirant researcher is demonstrated.
• Justifiable clarification of literature that is relevant to Technology Education is presented.
• Technology education is meticulously located in a suitable and comprehensible theoretical framework.
• The cognisance of different educational milieu in which technology knowledge is applicable is rigorously articulated.
• Logical discussion of ideas and opinions with respect to theory and practice are undertaken.

Associated Assessment Criteria for Exit Level Outcome 3

• Emerging classroom technologies are understood and compared with own practice.
• Knowledge, attitudes, and skills of digital age work and learning are demonstrated.
• Effective learning environments and experiences are planned, designed and assessed.
• Curriculum methods and strategies that use technology to maximise learning are implemented.
• Technology is applied to facilitate a variety of assessment and evaluation strategies.
• The social, ethical and legal issues surrounding technology are understood.
• Instruction is facilitated in the new literacies that emerge within digital interactive learning environments.

Integrated Assessment

Learning and assessment are integrated to assess the exit level outcomes within the qualification and to ensure a well-structured cohesive qualification. Assessments are based on formative assessments which are in place to ensure continuous learning and where feedback is provided to the candidates.

Summative assessments are used to make a judgment about the learning at the Exit Level Outcomes. Such assessments assess the candidate's ability to integrate the larger body of knowledge, competencies and attitudes that are represented by the Exit-Level Outcomes, either as a whole or as components of the qualification.