1887

n Acta Academica - Cultivating critical pedagogy using educational technologies in Life Sciences classrooms

Volume 43, Issue 1
  • ISSN : 0587-2405

Abstract

This article explores the use of educational technologies in Grades 10 to 12 Life Sciences classrooms at a local high school in the Western Cape. The application of educational technologies in science classrooms has the potential to engender critical teaching and learning, and to contribute to professional development. By reflecting on my own professional development as a science teacher, I show that the use of educational technologies cultivates moments of critical pedagogy which link strongly with reflective teaching, critical thinking and transformative learning. Educational technologies can enhance reflective teaching whereby teachers can take theories and expertise in their practice seriously, organise their classrooms to facilitate critical learning, and address broader institutional and social issues.


Hierdie artikel ondersoek die gebruik van onderwystegnologie in grade 10 tot 12 Lewenswetenskap-klaskamers by 'n plaaslike hoërskool in die Wes-Kaap. Die toepassing van onderwystegnologie in wetenskapklaskamers het die potensiaal om kritiese onderrig en leer teweeg te bring, en 'n bydrae tot professionele ontwikkeling te maak. Deur te reflekteer op my eie professionele ontwikkeling as 'n wetenskapsonderwyser dui ek aan dat die gebruik van onderwystegnologie kritiese pedagogiese oomblikke kultiveer wat sterk aanklank vind by reflektiewe onderrig, kritiese denke en transformatiewe leer. Onderwystegnologie kan reflektiewe onderrig bevorder deurdat onderwysers teorieë en kundighede ernstig opneem, klaskamers organiseer om kritiese leer te fasiliteer en breër institusionele en sosiale kwessies aanspreek.

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/content/academ/43/1/EJC15510
2011-01-01
2019-11-21

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