Bachelor of Education Honours in Technology Education

Purpose

The Bachelor of Education Honours Degree in Technology Education is intended to prepare learners for research based Postgraduate study in the field of Technology Education. This will serve to consolidate and deepen the Educator's expertise in Technology Education and develop research capacity in the methodology and techniques in this area. This qualification will demand a high level of intellectual independence and theoretical engagement thus preparing the learner for access to further study for a Master's Degree.

Rationale

The School community in general recognises the importance of providing a Postgraduate qualification in Technology Education, a field of study in which there is a great scarcity of teachers with professional knowledge and expertise as well as leadership skills to promote this area of study at school level. Hence the central goal of the qualification is geared towards meeting the needs of Technology Educators who in the light of developments taking place in this field wish to enhance their professionalism.

The results of the needs analysis conducted at schools indicated that most Educators feel the need for further studies and expert advancement in the area of Technology Education. This qualification will enable teachers to "Strive for Excellence" in the area of Technology.

Recognition of Prior Learning (RPL)

The department's RPL process is aligned with the Institution's Recognition of Prior Learning Policy and will include representation from industry and appropriate academia from tertiary institutions when reviewing RPL applications.

The purpose of the policy is

• To provide a framework for the implementation of Recognition of Prior Learning procedures within the Institution.
• To facilitate access and admission to learning qualifications within education and training and career paths.
• To accelerate redress of past unfair discrimination in education, training and employment opportunities.
• To promote and facilitate lifelong learning.
• To outline general procedures relating to the processing of RPL applications at the Durban University of Technology.

RPL may be used to grant access o the qualification to learners who do not meet the minimum entry requirements and/or to grant advanced standing to learners.

Entry Requirements

To be admitted to the qualification, a learner must have

• A Bachelor of Education, Level 7 preferably with Mechanical Technology or Engineering Graphics and Design as a major.

Or

• A general Bachelor's Degree, Level 7 and a recognised professional Teaching qualification for example a Postgraduate Certificate in Education in the field of Technology Education or a related field.

This qualification consists of compulsory and elective modules at NQF Level 8 totalling 120 Credits.

Compulsory Modules

• Modern technology and communication in Technology Education, 12 Credits.
• Understanding Research, 12 Credits.
• Independent Research Project, 32 Credits

Elective Modules (select modules for a total of a minimum of 64 Credits)

• Principles of Drawing, 16 Credits.
• International and national perspectives in Technology Education, 16 Credits.
• Drawing in the context of Mechanical, Civil and Electrical Technology, 24 Credits.
• Integrated systems in Technology Education, 24 Credits.
• Materials and structures in Technology Education, 24 Credits.
• Computer-aided design in the context of mechanical, civil and electrical technology, 24 Credits.

1. Demonstrate a sound knowledge base and critical understanding of education in general and in the area of Technology Education.
2. Analyse and evaluate knowledge in the area of Technology Education and contribute to systematic and disciplined thinking about educational matters and issues with particular reference to Technology Education.
3. Conduct independent inquiry in the field of Technology Education Training and Development and report the findings in academically appropriate ways.
4. Act as academic leaders and experts in the field of Technology Education, training and development.

Associated Assessment Criteria for Exit Level Outcome 1

• Aspects that constitute the field of Technology Education are described.
• International and national perspectives of Technology Education are analysed.
• Acquired knowledge is applied in the Technology classrooms to enhance learning.
• Multiple sources of knowledge in the field of Technology Education are interrogated.

Associated Assessment Criteria for Exit Level Outcome 2

• Strategies to address complexities and uncertainties in selecting and transferring standard procedures and techniques involved in Technology Education are understood and taken into account when applied in the classroom.
• The different perspectives of the term Technology Education are critically assessed.
• The historical development of Technology Education is explained as part of the school Curriculum.
• International and national views on various aspects of Technology Education are compared.

Associated Assessment Criteria for Exit Level Outcome 3

• Different types of research are identified.
• Research questions in the field of Technology Education are formulated.
• Literature review in the context of Technology Education is done.
• Data is gathered using a variety of data gathering tools and techniques.
• Data from various theoretical perspectives is analysed.
• Conclusions are drawn and data is presented in an academically acceptable manner to a variety of audiences.

Associated Assessment Criteria for Exit Level Outcome 4

• Various principles for drawing in the context of Mechanical, Civil and Electrical Technology are described.
• Various principles of drawing to compile engineering drawings in the context of Mechanical, Civil and Electrical Technology are implemented.
• Mechanical, Civil and Electrical Systems in Technology Education are differentiated and the inter-relationship and integration of these systems is explained.
• Different materials and structures used in Technology Education are analysed.
• Computer software of CAD and AutoCAD is used to compile drawings in the context of Mechanical, Civil and Electrical Technology.
• Proficiency and competencies including information literacy are communicated orally and in written form through numeracy and technology applications in order to exhibit the potential to act as academic leaders and experts in the field of Technology Education.

Integrated Assessment

The Assessment Policy of the institution states amongst other aspects that

Learners will be assessed on an on-going basis using appropriate methods which must provide evidence that learners have achieved the stated learning outcomes and the assessment criteria.

Assessments will be aligned with stated learning outcomes. The assessment will be systematic, regular and formative in nature. Assessors will design assessments that are relevant and sufficient and promote integration and autonomy of learning.

An assessment plan will be included in each Study Guide which will include a schedule of assessments to be conducted during the year, the assessment criteria, assessment methods, weighting and timing of assessment. In accordance with these guidelines an assessment plan is included in all study guides which includes a schedule of assessments with the assessment criteria, assessment methods, assessment tools for example rubrics, weighting of assessments and scheduled dates for assessment. The following table provides information for each module on the description of the number and types of tests/assignments/projects and case studies:

• Description of the number and types of tests/assignments/projects/case studies.
• No Formal examination - Presentation of the Research Project 35%.
• Internal and external moderation/examination.
• In accordance with the Assessment policy of the institution, the following guidelines regarding internal and external examination and moderation will apply.