Lecturers’ Experiences of Teaching STEM to Students with Disabilities

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 effectiv...

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Autores principales:	Sindile Ngubane-Mokiwa, Simon Bheki Khoza
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2016
Materias:	disability post-schooling vocational education stem technology integration access innovation Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/bd80d0bfe0ea4c3bb91fae38f049f10a
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spelling	oai:doaj.org-article:bd80d0bfe0ea4c3bb91fae38f049f10a2021-12-03T21:47:27ZLecturers’ Experiences of Teaching STEM to Students with Disabilities2311-1550https://doaj.org/article/bd80d0bfe0ea4c3bb91fae38f049f10a2016-03-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/125https://doaj.org/toc/2311-1550Innovative 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. Better 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. Sindile Ngubane-MokiwaSimon Bheki KhozaCommonwealth of Learningarticledisabilitypost-schoolingvocational educationstemtechnology integrationaccessinnovationTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 3, Iss 1, Pp 37-50 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	disability post-schooling vocational education stem technology integration access innovation Theory and practice of education LB5-3640
spellingShingle	disability post-schooling vocational education stem technology integration access innovation Theory and practice of education LB5-3640 Sindile Ngubane-Mokiwa Simon Bheki Khoza Lecturers’ Experiences of Teaching STEM to Students with Disabilities
description	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. Better 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.
format	article
author	Sindile Ngubane-Mokiwa Simon Bheki Khoza
author_facet	Sindile Ngubane-Mokiwa Simon Bheki Khoza
author_sort	Sindile Ngubane-Mokiwa
title	Lecturers’ Experiences of Teaching STEM to Students with Disabilities
title_short	Lecturers’ Experiences of Teaching STEM to Students with Disabilities
title_full	Lecturers’ Experiences of Teaching STEM to Students with Disabilities
title_fullStr	Lecturers’ Experiences of Teaching STEM to Students with Disabilities
title_full_unstemmed	Lecturers’ Experiences of Teaching STEM to Students with Disabilities
title_sort	lecturers’ experiences of teaching stem to students with disabilities
publisher	Commonwealth of Learning
publishDate	2016
url	https://doaj.org/article/bd80d0bfe0ea4c3bb91fae38f049f10a
work_keys_str_mv	AT sindilengubanemokiwa lecturersexperiencesofteachingstemtostudentswithdisabilities AT simonbhekikhoza lecturersexperiencesofteachingstemtostudentswithdisabilities
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Lecturers’ Experiences of Teaching STEM to Students with Disabilities

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