TECHNOLOGY TEACHING 1
UNIT 1
1.1. Curriculum Theories
Curriculum Theory is a term for how an educational institution
decides what is at worth to learn and teach, and how learning
will be measured.
Curriculum describes how people decides what to teach and
learn.
1.2. Theories of learning
Behaviourism learning theory.
Cognitive learning theory.
Constructivism learning theory.
Humanism learning theory.
Connectivism learning theory.
1.3. Models of Curriculum design
Subject-centred.
Learner-centred.
Problem-centred design.
John Dewey’s theory of curriculum
In his view, learners should be allowed to explore their
environments.
He believed in an interdisciplinary curriculum or a curriculum
that focuses on connecting multiple subjects.
The role of the teacher in this setting would be to serve more
as a facilitator than an instructor.
The teacher should observe the interest of the learner,
observe their directions they naturally take, and then serve as
someone who helps develop problem solving skills.
He had contrary view on how a teacher should do his/her
teaching, that of teaching learners sitting in a row, that of
teacher teaching and learners learn or receive the
information.
He came with the idea that a teacher should deliver
background content, information but would likely see learners
working in groups, exploring different concepts within the
content.
Lots of conversation and collaborations, written tests, projects,
presentations, and differentiation techniques of evaluation.
In McNeil’s (1977) curriculum theory classification, there
academic, technological, humanist, and social reconstructionist
curriculum theories.
According to humanist curriculum theory, it is important to
provide learners with fundamentally useful experiences.
Stenhouse’s concept of curriculum
According to Stenhouse curriculum as a process emphasises
flexibility, responsiveness, and the integration of learners with
current needs and interests.
This learner-centred approach aligns with current educational
philosophies that prioritise learner agency and engagement.
Best theory:
Constructivism- allows teachers to understand that each learner brings
past knowledge to the classroom. Teachers /educators in Constructivist
condition of learning perform the role of a guide to helping learners build
their understanding of learning.
Vygostky’s theory
Vygostsky’s social development theory assets that a child’s
cognitive development and learning ability can be guided by
their social interactions.
His theory is also called (Vygostsky’s sociocultural theory)
states that learning is a crucially social process as opposed to
an independent journey of discovery.
Cognitivist theory
Cognitivist theory is a learning theory that focuses on how
information is received, organised, stored, and retrieved by
the mind.
It uses the mind as an information processor, like a computer.
Therefore, cognitivism looks beyond observable behaviour,
viewing learning as internal mental process.
It emphasises the teacher’s role.it means it considers teacher-
centred, rather than learner-centred.
Emphasises the role of instructor in organising learning
activities and establishing the conditions of learning.
Differences between curriculum theory and model
A curriculum model is interested in how knowledge is to be taught
or learned.
A curriculum theory is based on the knowledge to be learned, rather
than how it will be taught.
UNIT 2
2.1. Workshop environment
A Workshop is a place where activities such as fabrication,
designing, construction and drawing take place.
It is a structured and interactive session designed to create an
environment for meaningful work and to guide a group through
process that will lead to great outcomes.
Workshop is the type of technology which deals with different
processes by which component of a machine or equipment are
more.
Its purpose is to equip you with the knowledge, skills and attitude
that enable to perform basic workshop tasks.
Its main objective is to ensure quality teaching and learning process
to provide in depth knowledge of basic concepts, principles and
applications of processes, tools and systems pertaining workshops.
Workshops can be dangerous places where harmful dust, fumes and
vapours are produced during welding, painting, and woodworking.
These can pose a significant risk to the health of and safety of
learners if not adequately controlled.
In a workshop, there should be a first aid box, work benches and
machines in it.
2.2. Workshop Environmental hazards
Hazards are substances that can cause harm or damage to humans,
animals or the environment.
This can be in the form of solids, liquids, gases, mists, dusts, fumes,
and vapours.
Air contaminants
Toxic waste
Radiation
Disease causing microorganisms and plants.
Pesticides
Heavy metals
Chemicals in consumer products
Extreme temperatures and weather events
Some may be chemical, physical, biological, and psychological.
2.3. Hazards around workshop
Guards or screens not on equipment.
Gas cylinder chained to a wall.
Lack of adequate ventilation.
No safety signs.
Hidden or missing safety signs.
Machinery left unattended when running.
Obstructed emergency cut out switches.
2.4. Workshop management
Put on safety goggles, face masks, or protective gloves in situations
which require these respective protections.
Do not wear long sleeved shirts, school ties, watches, rings,
bracelets, and bangles during practical sessions.
For girls, long should be tied up neatly during practical.
Do not rush.
2.5. Planning a technology workshop
Phase 1: Vision, sharing intentions, defining the target audience,
drafting the initial concept.
Phase 2: Design, establishing time and place, drafting workshop
work to be done, refining the work to be done.
Phase 3: Running the workshop, assembling the materials, briefing
the learners on what is to be done.
Phase 4: Learn, reporting and follow up.
2.6. Conduct a technology workshop.
Define specific and achievable objectives for the workshop.
Outline what learners will learn and gain from attending the
workshop.
Engaging content: develop relevant skills and engaging content that
aligns with the workshop’s theme and objectives.
2.7. Workshop rules
Read operator’s manual and observe all safety precautions for
all equipment.
Protect yourself from electric shock.
Keep all guards and shields in place.
Give your task your full attention.
Do not the special rooms without the permission of the
instructor/technician.
Report all accidents to the instructor or technician
immediately.
No eating or drinking is allowed in the workshop.
Workshop approved covered shoes must be worn while
working in the workshop.
2.8. Workshop safety
Be well lit.
Be adequately ventilates and where necessary have local exhaust
ventilation.
Have a good standard of house -keeping.
Be provided with adequate fire-fighting equipment.
Only contain flammable material necessary for the day-to-day
operation of the workshop.
2.9. Planning procedures for practical tasks and projects
Steps of the technological design process include: Identifying a
problem, research the problem, generate possible solution, create a
model as needed, and communicate the final solution.
2.10. Steps in Technology project
Identify the problem or the need/ identify the problem you want to
solve or the need you want to satisfy.
Gather information.
Look for solutions.
Project approval.
Design the product.
Plan the work.
Make the prototype.
Verification and evaluation.
Examples: Grade 8 (What are Gears?)
Gear is a toothed wheel attached to a rotating shaft.
Most often a gear is attached to another gear, and a system of
gears can serve a variety of functions for instance,
1. In a bicycle, a chain connects large gears
