Industry Involvement in Technology Education

Graube, Gabriele; Mammes, Ingelore

doi:10.1007/978-3-319-38889-2_60-1

Cited by 4 publications

(3 citation statements)

References 7 publications

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“…Mbanga and Mtembu (2020) note further that even though TVET lecturers perceive the incorporation of digital tools in teaching and learning practices as convenient and useful, training is required to implement the relevant technologies effectively in classes. The 4IR refers to the ongoing automation of traditional manufacturing, production and industrial practices through the digitalisation, interconnectivity and communication of systems, using the internet and other emerging smart technologies (Erboz, 2017;Graube & Mammes, 2018;Nundkumar & Subban, 2018;Philbeck & Davis, 2019). In Germany, the term Industry 4.0 is used synonymously when referring to the 4IR, the United States prefers Industrial Internet Consortium, whereas in Japan and Asia the term used is the Industrial Value-Chain Initiative (IV-I).…”

Section: Orientation and Problem Statementmentioning

confidence: 99%

Knowledge, competencies and dispositions of lecturers in Technical Engineering in the context of advancing 4IR technologies

Teis¹,

Christo²

2021

JOVACET

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The advent of the Fourth Industrial Revolution (4IR) affirms that the transformation and advancement of all industries and society are progressively driven by emergent and rapidly changing technologies. In order to help establish a technologically literate society, it is crucial for lecturers in Technical Engineering to stay abreast of the latest trends and technological advancements in their area of specialisation. This article reports on the findings of a sub-section of a nationwide survey that collected data from lecturers in Technical Engineering at 52 TVET college campuses across South Africa (n = 577) that offer TVET Engineering Study programmes. The purpose of the survey was to profile TVET Engineering Study lecturers’ knowledge and pedagogical practices in engineering programmes across South Africa. The sub-section of the survey specifically probed the participants’ awareness and understanding of discipline-specific technological advancements and digital educational enterprises, and also the potential impact of these on teaching technical subjects. The findings show that 52,3% (n = 302) of the participating lecturers in Technical Engineering are unaware of any technological advancements in their area of specialisation and that they do not know what the potential impact of this might be on future technical training. When Engeström’s Cultural Historical Activity Theory (CHAT model) is applied to the activity systems that are involved, the underlying tension between these systems is revealed. This article examines the possible implications of these findings for the renewal of the Technical Engineering curriculum, considering that these lecturers demonstrate limited awareness of the technological advancements needed to participate effectively in the 4IR era.

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Section: Orientation and Problem Statementmentioning

confidence: 99%

Knowledge, competencies and dispositions of lecturers in Technical Engineering in the context of advancing 4IR technologies

Teis¹,

Christo²

2021

JOVACET

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Section: Orientation and Problem Statementmentioning

confidence: 99%

Journal of Vocational, Adult and Continuing Education and Training, Volume 4, Issue 1 2021

Papier¹

2021

JOVACET

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Curriculum reform and development is, first and foremost, a political project. It involves the selection, organisation and distribution of particular knowledge structures. But factors such as student and teacher demographics deeply influence the ways in which curricula can be implemented, enacted and used as a catalyst for change. In South Africa, a particular 'curriculum moment' has emerged in the field of Adult and Community Education and Training (ACET) through the establishment of community colleges, along with the introduction of new educator qualifications for ACET. In this article, we draw on the reflective diary entries of student lecturers on an Advanced Diploma for Educators of Adults (ADEA) course who are lecturers at community learning sites, to reflect on this moment of curriculum construction in the development of a new Diploma in Adult and Community Education and Training (DipACET). The analysis shows that while curriculum reform is crucial to professionalising the field, it will have a very limited impact if the voices of the lecturers and students at community learning sites are marginalised in the process. These lecturers have experiential knowledge which sets them apart as crucial drivers of the curriculum. Moreover, they select and organise the content to be taught, determine how it is to be taught, and decide on the kinds of knowledge that should be privileged at sites where the curriculum is implemented. We also delineate what counts as valuable knowledge and for whom it is valuable in the field of adult and community education.

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“…Hence, Industry 4.0 is about generating and collecting data as digital information from across a network of stages and steps in the value chain that is all interconnected. It includes an increasing use of automation, robotics, digital information, big data, the internet, large-scale computing, and cyber-social systems (Graube and Mammes 2018). In STEM education, these aspects connect with the six principles identified by Falk et al (2016) for improving STEM learning and generate interest among primary and secondary school children for their capacity building.…”

Section: Introductionmentioning

confidence: 97%

Building future primary teachers' capacity in STEM: based on a platform of beliefs, understandings and intentions

Kurup

Powell

et al. 2019

IJ STEM Ed

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Background: STEM education needs to begin in primary schools and should aim to prepare young people for active participation in their future. To produce a generation interested and skilled in STEM, the key foci within schools may best occur through teams of teachers working together in an integrated approach, based on crosscurricular teaching and learning. Teachers play a key role in STEM education, and it is important to attract high achievers with relevant backgrounds into teaching. This research study focused on the beliefs, understandings, and intentions of pre-service primary teachers to teach STEM. These beliefs, understandings, and intentions form the platform on which the pre-service teachers build their capacity to teach STEM subjects in primary schools.Results: The data (n = 119) collected from a designed questionnaire were analysed qualitatively and quantitatively. An interpretive practice has been used in formulating categories based on responses regarding beliefs, understandings, intentions, and ideal scenarios for future practices and a grounded theory approach for formulating scenarios based on data analysis. The qualitative data were coded into categories based on responses. Structural equation modelling (SEM) and logical regression were conducted to find relationships of the pre-service teacher's platform for capacity building and connecting to what is required in their classrooms now and in the future. Logistic regressions were used to explore the association of all the questionnaire items and open responses related to the platform and future capacity building. Based on the results, it is evident that the platform developed for teaching STEM based on experience in their teaching degree is limited; however, they have positive intentions to take up STEM. They are not seeing any positive initiative at schools, and they have limited confidence to teach STEM. However, they were suggesting that they should be provided with more opportunities to teach STEM.Conclusions: Overall, our findings indicate that pre-service teachers do not have strong understanding; however, they have strong beliefs and intentions to teach STEM in their future career. The results of this study indicate that the capacity they have built provides them with explicit views on how to teach STEM in primary schools now and informs what they need for the future teaching of STEM. It is essential to formulate a course work and professional development in STEM, capable of integrating disciplines, providing an understanding of pedagogical approaches, and connecting to real-life relevance with the twenty-first century competencies.

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Industry Involvement in Technology Education

Cited by 4 publications

References 7 publications

Knowledge, competencies and dispositions of lecturers in Technical Engineering in the context of advancing 4IR technologies

Knowledge, competencies and dispositions of lecturers in Technical Engineering in the context of advancing 4IR technologies

Journal of Vocational, Adult and Continuing Education and Training, Volume 4, Issue 1 2021

Building future primary teachers' capacity in STEM: based on a platform of beliefs, understandings and intentions

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