000			01879nam a22002777a 4500
003			ZW-GwMSU
005			20210505093146.0
008			210505b |||||||| |||| 00| 0 eng d
022			_a1814-6627
040			_aMSU _cMSU _erda
100	1		_aRamaligela, M.S. _eauthor
245	1	0	_aExploring the use of technology textbooks in medium-and well-resourced school contexts in South Africa/ _cRamaligela M.S.
264			_aPretoria: _bUnisa Press and Routledge, _c2014
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica education review _vVolume 11 , numbe 2 ,
520			_aThis study explored how Technology teachers in medium- and well-resourced schools use commercially prepared textbooks in their classrooms. A qualitative-interpretive design was used with a purposively selected sample of four schools from a city in the Gauteng province, South Africa. Data were analysed according to the conceptual framework of didactical transposition, focusing on textbook content, activities, context and teaching strategies. It was found that teachers in well-resourced schools adapt textbooks by adding content, thus expecting a higher standard from textbook content, and preferring learners to work individually, while teachers in medium-resourced schools follow textbooks without adapting them, therefore accepting the standard set by the textbooks. It is recommended that teachers in both contexts be assisted by specialists to interpret the curriculum so as to be sure how they are expected to use textbooks to improve their classroom practices.
650	4		_aTechnology education
650	4		_aTextbook use
650	4		_aAdapting textbooks
700	1		_aGaigher, E _eauthor
700			_aHattingh , A _eautor
856			_uhttps://doi.org/10.1080/18146627.2014.927156
942			_2lcc _cJA
999			_c156958 _d156958