Abstract

The South African Curriculum and Assessment Policy Statement (CAPS) technology Grades R–9 includes indigenous technology under its third aim, to appreciate the interaction between people's values, technology, society, and the environment, and the sub-aim emphasises that students learn how indigenous cultures use specific materials and processes to satisfy needs and become aware of indigenous intellectual property rights. This implies the need to integrate indigenous technology into the teaching of technology, which technology teachers are not doing in their lessons. Hence, this qualitative interpretive study explored technology teachers’ understanding of and attempt to integrate indigenous technology into their lessons. The integration of indigenous technology into technology lessons could make the teaching of technology more relevant in the South African school context. Twelve Grade 7 technology teachers from Mpumalanga were conveniently selected to participate in the study. The findings reveal that technology teachers understand indigenous technology but struggle to integrate it into their lessons.

摘要

南非课程和评估政策声明 (CAPS) 技术 R-9 级包括其第三个目标下的本土技术，以了解人们的价值观、技术、社会和环境之间的相互作用，并且该子目标强调学生学习如何土著文化使用特定的材料和工艺来满足需求并了解土著知识产权。这意味着需要将本土技术融入技术教学中，而技术教师在课程中并没有这样做。因此，这项定性解释性研究探索了技术教师对本土技术的理解和尝试将本土技术融入他们的课程中。将本土技术融入技术课程可以使技术教学在南非学校环境中更具相关性。来自普马兰加省的 12 名 7 年级技术教师被方便地选择参与这项研究。研究结果表明，技术教师了解本土技术，但很难将其融入他们的课程中。