Cultivating critical pedagogy using educational technologies in life sciences classrooms
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Date
2011
Authors
Waghid, Faiq
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
English: 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.
Afrikaans: 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.
Afrikaans: 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.
Description
Keywords
Critical pedagogy, Educational technology, Life sciences, Science teachers
Citation
Waghid, F. (2011). Cultivating critical pedagogy using educational technologies in Life Sciences classrooms. Acta Academica, 43(1), 234-262.