Abstract
M.Ed.
Technology Education in South Africa has only recently been identified as a Learning
Area for General Education and Training. Curriculum development for this Learning
Area has therefore, become a prominent issue. This study attempts to define the
field of study, give a rationale for the Learning Area: Technology Education, and
attempts to describe curriculum developments in general and more specifically to
address gender attitudes and other gender issues in the field of Technology
Education.
The Pupils Attitude Towards Technology (PATT) Questionnaire as validated for the
USA, was used to analyse South African learners' attitudes towards Technology.
The research sample was made up of 500 girls and 510 boys from the Junior
Secondary Phase. Responses to the questions of the PATT Questionnaire were
analysed using a Principle Component and a Principle Factor Analysis. The
explained variance was rather low and indicated that the questionnaire needed
adaptation for the South African context. The outcomes of the research were positive
in that there were no significant differences regarding the gender attitudes that
technology should be for all and that technology makes contributions to the society.
The fact that girls have a stronger gender discrimination view related to themselves
regarding technology needs to be addressed in future curriculum development.
The study concludes by formulating recommendations with a view to setting in place
gender inclusive curricula, actions for improving female attitudes, participation and
female contributions in the Learning Area of Technology Education.