Hybrid problem-based learning in Technology teacher preparation: Giving students a voice in their learning process

Abstract

Technology education instils technological literacy in South African learners, preparing them for life and employment. Yet, few high school-level Technology1 teachers are being trained and ensuring that Technology student teachers are optimally prepared, is vital. Learning strategies such as problem-based learning need to be implemented to provide students with opportunities to have their voices heard as well as being actively involved in their education. Hybrid problem-based learning has been successfully implemented in geography and life sciences teacher education, but its use in Technology teacher preparation has not been reported. Therefore, we conducted a concurrent triangulation research study at a South African university offering Technology teacher preparation. In the study, we explored how teacher students experienced and perceived hPBL as a teaching-learning strategy and how this gave them a voice in their teacher training. The study, therefore, substantiated hPBL as a beneficial teaching-learning strategy that can give Technology student teachers a voice and actively involve them in their construction of learning.

Level of Computational Thinking and Technological Literacy Skills to Improve pre-Service Teacher Learning Innovation

“…Teachers' ability to innovate in the application of learning will be enhanced when they have ample access to technology and software. Learning innovation skills refer to the ability of prospective teachers to create fun, inventive, flexible, and relevant teaching methods (Mulaudzi et al, 2023;Nedzinskaite-Maciuniene et al, 2022).…”

Effectiveness of Technology Use in Indonesian High Schools: Student Engagement, School Capacity, Teacher Performance

“…Access disparities, resistance to change, and the digital divide are examples of these obstacles (Sofyan & Hidayat, 2022). To ensure that technology can be implemented in education to its fullest capacity, it is critical that these obstacles be surmounted (Faustino & Kaur, 2023;Jumardi et al, 2023;Mulaudzi et al, 2023).…”

“…An increased focus has been directed towards the imperative of establishing policies that ensure fair and equal access to technology for all individuals, regardless of their socioeconomic status, gender, race, disability, linguistic proficiency, or linguistic heritage (Sofyan & Hidayat, 2022). In order to enhance the effectiveness of technology integration in the classroom, instructors should consider the aforementioned factors and employ the most appropriate interventions (Aljarrah et al, 2022;Mulaudzi et al, 2023).…”