Abstract
M.Ed. (Education)
The use of media in the teaching and learning of the subject Technical Drawing
at secondary school level rests on the narrow view as one of support only. On
the one hand this view is held because the improvement of psychomotor skills
is seen as the sole function of teaching the subject and on the other hand because
the pedagogical meaning of the subject content and its exposition is not
always properly appreciated. These assumptions often culminate in the irresponsible
inclusion of teaching media in certain situations with a resulting
lessening of the teaching effect. This study aims firstly to study this phenomenon
and in so doing to gain the knowledge which brings about a more meaningful,
acceptable, accountable, and functional attitude towards the integration
of media, whether as teaching or learning media.
To be able to do this the specific character and structure of the subject must be
scrutinized. From this it appears that the function of the subject reveals a
polarized character, i.e. the creation of a graphic representation of reality as
opposed to the interpretation of a given graphic representation of reality, hut
with a continual interaction taking place. Both these poles lie within the total
field of experience of the pupil and figure within his cognitive, affective and
psychomotor domain. This study proceeds from the assumption that teaching
within this context often demands a specific teaching strategy, namely that of
assisting visual spatial perception by means of media. To proceed from the
concrete to the abstract demands a strategy of maximal integration of media
because the fundamental problem lies in the appearance of the concrete subject
content as that of two and three dimensional transformed forms which
have spatial characteristics of position, direction, size, form and distance.
Meaningful media integration requires that attention must be paid to the
demands which the particular subject content addresses to teaching and learning
and media usage.
For media integration to be meaningful, attention must be paid to the demands
which the particular subject content will make on the teaching, learning and
media usage. These demands cover the whole spectrum (cognitive, affective and
psychomotor field) of the subject which eventually culminates in three main.