The Influence of the Scarcity of Digital Tools on Practical Assessment Tasks in Electrical Technology in Gauteng Province, South Africa

Abstract

This paper explores the influence of digital tool scarcity on Practical Assessment Tasks (PATs) in Electrical Technology within the South African education system. It highlights how technologies such as circuit simulation software, computer-aided design (CAD), and e-assessment platforms have transformed the teaching and assessment of practical competencies. Without such tools, the facilitation of Electrical Technology will remain shallow. Using a qualitative approach, 12 Electrical Technology teachers from a single district in Gauteng Province were purposively selected, and classroom observations and face-to-face interviews were conducted. Using the Technological, Pedagogical, and Content Knowledge (TPACK) framework, the findings revealed that a lack of infrastructure impedes the optimal teaching of Electrical Technology concepts. This is exacerbated by the lack of professional teacher development, which leaves teachers not in par with the latest technological trends. The study recommends that schools make the necessary tools for teaching Electrical Technology available and expose teachers to state-of-the-art professional development training relevant to industry needs. The study also recommends that digital tools be effectively integrated into practical assessment, aligned with the Curriculum and Assessment Policy Statement (CAPS) and the Department of Higher Education and Training (DHET) frameworks.