Bendré van Tonder NST2601 Assignment 2 Unique number: 80705

Bendré van Tonder NST2601 Assignment 2 Unique number: Question 1: Cultural and indigenous perspectives must be incorporated into technology education. This can be accomplished by: -making learners aware of the various coexisting knowledge systems. They should learn about indigenous intellectual property rights and how indigenous cultures have used specific materials and processes to meet needs. - Teach and uphold the value of traditional African humane feelings in relation to, and in the application of, technology as a right. - Allow learners to advance the indigenous technology while appreciating the science behind it and using it more extensively to solve human problems. - Encourage greater awareness and strengthening of the African communal spirit, which will be more important than ever as scientific and technological innovations penetrate the fabric of human relationships, potentially leading to extreme impersonality. -Scholars and practitioners (teachers) should begin to appreciate the alternative forms of knowledge that the subject of Technology Education allows for. The consideration of incorporating the indigenous perspective will aid in the rethinking of the subject and its teaching. Indigenous students cannot afford not to learn about the technologies that exist in their communities. Non-indigenous learners cannot afford to be oblivious to alternative technological perspectives. Furthermore, scholars and researchers have a scholarly mandate to discuss opposing viewpoints. Question 2: The ecosystem approach to education is still in its infancy, so there is still no consensus on what an “educational ecosystem” is. At the same time, practicing leaders intuitively sense the difference between “ecosystem” and “non-ecosystem” management methods. A survey of respondents showed that more often than others, the key characteristics of educational ecosystems include versatility, co-creation, and purposefulness. Educational ecosystems are defined as networks of interconnected and diverse actors involved in the learning/upbringing/development process throughout life. Educational ecosystems bring learners and communities together to unleash their individual and collective potential. They are diverse, dynamic, and constantly evolving. The (ultimate) goal of education ecosystems are to create a prosperous future for people, communities, and the planet. Because the ecosystem approach to education is still in its infancy, there is no agreement on what constitutes an "educational ecosystem." Simultaneously, practicing leaders intuitively recognize the distinction between "ecosystem" and "non-ecosystem" management methods. According to a survey of respondents, the key characteristics of educational