Abstract
M.Ed.
In general terms education focuses on the
acquisition of knowledge and the
development of skills and attitudes. In
Technology Education these principles
correlate with the aims of the technological
process. Within the constructivist instructional
approach the technological process provides the possibility for dormant
thoughts to come to the fore, and provides
the opportunity to the learners to be creative.
Typing instruction, in contrast, is traditionally
directed at the development of psychomotor
skills and reproductive thinking.
The cross curricular nature of Technology
Education makes it possible for the
integration of certain aspects of other
subjects (learning areas), and in this context a
theme of the Typing syllabus according to
the technological process was presented to a
group of Typing learners. This project was
developed within the qualitative paradigm,
and with the aid of a spontaneous sketch and
a semi-structured focus group interview the
perceptions of the learners, in respect of their
learning experiences were investigated.
Learners reported positively on their learning
experiences and the co-operative learning
opportunities. It was concluded that they felt
more empowered and took bold but responsible
decisions. This could indicate
possible development of thinking skills by
the learners.
From this study it appeared that education
should promote meaningful learning that
empowers the learners to be independent and
responsible in taking decisions. Purposeful
learning opportunities must be created for
learners to enhance thinking skills. Learners
should be actively involved in the
construction of knowledge and the
Technology Education platform provides an
ideal opportunity for this.