An evaluation of a distance education course in technology education for teachers

M.Ed.Technology being a new learning area, many teachers has not yet had the opportunity to qualify themselves in this area, and technology teacher training is therefore seen as a priority. It is also suggested that such training and re-training can be addressed, most effectively, by means of in-service training programmes (Ankiewicz, 1995:252; ORT-STEP, 1994:34,) and through distance education. The South African College for Teacher Education (SACTE) is involved in the further training of practicing teachers. At present, the College has some 19 000 students, the majority of whom are practicing teachers upgrading their qualifications. The mode of training is through the medium of distance education. Tutorial matter consists of packages of interactive learning modules. Students are supported by means of contact sessions, a tutoring service, audio/video material and telephonic contact. Technology Education is not only new to teachers and learners, but also to teacher training institutions. In support of Curriculum 2005 and the Technology 2005 Project, SACTE introduced Technology Education as a course of study in 1998. An inservice training programme was developed by SACTE, approved by HEDCOM and recorded at SAQA. The existing support structures that are available for SACTE students was used to ensure successful delivery of Technology Education as a course of study to SACTE students. As head of the Technology department at SACTE, it is the researcher's responsibility to promote, implement, monitor and improve the Technology Education course that has been developed for practicing teachers. The success of the Technology Education course is dependent on the programme being appropriate, study material being relevant and the necessary support structures being available to students, all of which will, in turn, be greatly influenced by the circumstances the students find themselves in as well as the resources available to them