Lecturers' Experiences of Teaching STEM to Students with Disabilities

Autor/inn/en	Ngubane-Mokiwa, S. A.; Khoza, S. B.
Titel	Lecturers' Experiences of Teaching STEM to Students with Disabilities
Quelle	In: Journal of Learning for Development, 3 (2016) 1, S.37-50 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2311-1550
Schlagwörter	STEM Education; Teaching Experience; Teaching Methods; Educational Strategies; Student Centered Learning; Vocational Education; Vocational Education Teachers; Case Studies; Interviews; Technology Integration; Accessibility (for Disabled); Qualitative Research; Technological Literacy; Pedagogical Content Knowledge; College Faculty; Foreign Countries; Observation; South Africa + Suchen Sie Ihr Suchwort? STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausbildung; Berufsbildung; Ausbilder; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Accessibility; Zugänglichkeit; Qualitative Forschung; Technisches Wissen; Pädagogische Kompetenz; Fakultät; Ausland; Beobachtung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Innovative teaching is a concept based on student-centred teaching strategies. Access to Science, Technology, Engineering and Mathematics (STEM) subjects has not been equitable due to use of traditional teaching strategies. These strategies tend to exclude students with disabilities who can effectively learn in environments that appropriately and innovatively integrate technology. BeMer use of technology in teaching also requires teachers to have the relevant skills to take advantage of the devices in their disposal. This article provides an overview of the literature and experiences of lecturers on the use of technology to facilitate access to STEM subjects at Technical and Vocational Education and Training (TVET) institutions. Using two TVET colleges as case studies, it seeks to clarify how technology is currently used in vocational training. Data gathering was done through in-depth e-interviews and observation of classes. Purposive convenience sampling was used to select the most accessible teachers that teach students with disabilities for this study. Understanding of prior practices and current teacher technological competency are the initial points in the development of TVET technology integration model. In this article, the experiences of teachers were used to guide the development of an inclusive and equitable technology integration model. (As Provided).
Anmerkungen	Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01