Rekenaartegnologie–opleiding vir onderwysers : 'n uitkomsgebaseerde benadering

Abstract

Over the past five years there have been a number of radical changes in education in South Africa. Not only did South Africa accept an outcomes-based approach to teaching and learning, but new norms and standards were also accepted for teacher training. The outcomes-based approach in schools led to changes in the method and content of education in South Africa. The traditional school subjects are currently being replaced by eight learning areas. Technology is one such learning area. The implementation of the learning areas in schools implied that teacher training had to be adapted accordingly. As part of the research for this study an extensive literature study was undertaken about the background and origin of outcomes-based education, and its implications for Computer Technology Training. The standards set by the International Technology Education Association (ITEA) for Technology Education were compared with the situation currently developing in South Africa. It was established that in South Africa, in contrast with the international trend, computer skills and the development thereof by learners are not emphasised within the learning area of Technology. In South Africa the outcomes identified for the learning area of Technology do make provision for Computer Technology Training, but no provision is made for computer training or computer skills in the range statements. The purpose of using Computer Technology in education is to enable the learner to understand and use computer hardware and software effectively. Furthermore, the learner should be enabled to process information through means of the computer. It was found that most of the outcomes identified in Curriculum 2005 for the learning area of Technology are applicable to computer training. Computer Technology should be viewed as an indispensable and independent discipline within the learning area of Technology. The literature study was followed by an empirical study to determine the current state of Computer Technology Training for prospective teachers in South Africa. Universities with programmes for teacher training and teacher's training colleges in the process of incorporating with universities participated in this research. The empirical research showed that most institutions do not have sufficient hardware and software; that most institutions only train teachers in basic computer skills; and that few institutions include contents aimed at education in these curricula. Certain important themes were identified for the training of prospective teachers in Computer Technology. Respondents at universities and colleges were of the opinion that aspects such as the effective use of the computer in the school and community and the incorporation of the computer in other learning areas should receive more attention in the training of teachers. Lastly a model for Computer Technology Training for prospective teachers was developed, based on the information from the literature study and empirical research. The purpose of this model is to establish a uniform standard for the training of teachers in Computer Technology in South Africa. Aspects which were addressed in the model include the positioning of the subject within a curriculum for teacher's training; the role of outcomes-based education within Computer Technology Training; the specification of outcomes; and practical and didactic aspects which should be considered in presenting Computer Technology.