Degrees Held
- PhD (Science Education) UKZN
- PG Dip HE, UKZN
- Masters (Science Education) UKZN
- BSc, UNISA
- JSED, Springfield
Experience
- Currently Associate Professor of Technology Education at the University of KwaZulu-Natal, South Africa
- Academic Leader: Bachelor of Education programme (2019 to date).
- Acting Academic leader Teaching and Learning (Semester 1 of 2023).
- School Management Committee: 2019 to date.
- Discipline leader -Technology Education 2014 &2018.
- Coordinators Technology Hons programme.
- Coordinator School of Education PhD cohort: 2018.
- Coordinator Technology Master’s programme:2018.
- Africa representative to International Organisation for Science, Technology Education board (IOSTE) – 2020-2022.
- Member of IOSTE board 2023.
- Editorial board International Society for Academic in Research (ISFAR).
- International Project Sustain: Researcher assistant and administrator– 2008-2010.
- External moderator for B. ED modules at the University of Free State, Durban University of Technology, UNISA,
- External moderator for postgraduate modules at the University of Johannesburg, UNISA, University of Wits.
- Examiner of national and international masters and PhD thesis.
- Review of journal articles for:
- The African Journal of Research in Mathematics, Science and Technology Education (AJRMSTE).
- Eurasian Journal of Research in Mathematics, Science and Technology Education (EJMSTE)
- Alternation (UKZN)
- Perspectives in Education (PIE).
- South African Journal of Education (SAJE).
- South African Journal of Environmental Education (SAJEE).
- Eurasia Journal of Mathematics, Science and Technology Education (EJMSTE).
Professional Bodies Membership
- Member of SACE,
- SAARMSTE
- SAERA
- ISOTE
- ISFAR
- Epsilon Pi Tau and international Honor Society for professions in Technology (US based)
Awards
- Top 10 most published female researchers: CHUM 2018
- Top 30 most published researchers: CHUM 2018
- Teaching Excellence Award: 2018, 2019
- UCDP travel grant
- Early career academic award -2017
- Competitive Research Grant (UTLO): 2014
Research Interests
- Teaching and learning in technology education.
- Practical work, process skills, design process.
- Integration of NS-TECH.
- Education for sustainable development.
- issues of social justice and STEM.
- STEM education and teacher training and development.
Teaching Interests
- Teaching and learning engineering graphics and design,
- Social justice issues in STEM education,
- Indigenous knowledge systems,
- Practical work and process skills,
- Education for sustainable development
- Curriculum and policy issues in STEM
- Use of technologies in teaching STEM
Keynote Speaker
- International keynote speaker: International Webinar: The Global impact of COVID 19 on teacher education: Transforming challenges into opportunities: Faculty of Education Raja Balwant Singh College, Agra (U.P.), India, June 2020.
- International keynote speaker: College of teacher education, Kotdwar, India, March 2020.
- International Keynote speaker, ISFAR conference, July 2023 Zanzibar.
Visiting Scholar
- Chandigarh University, India, 2019
- Mauritius Institute of Education, Mauritius, 2022
Selected Publications
Chapters in Books
Journal Articles
Chapters in Books
- Naidoo, J &Singh-Pillay, A.(2022) Digital Pedagogy for Mathematics and Technology Education: Exploring the Initiatives at One South African Teacher Education Institution. In Olivier,J., Oojorah, A & Udhin, W (eds). Perspectives on Teacher Education in the Digital Age. Springer Nature
- Singh-Pillay, A. (2021). Pre-service technology teachers’ learning experiences of teaching methods for integrating the use of technologies for the fourth industrial revolution. In Naidoo, J. (ed). Teaching and Learning in the 21st Century: Embracing the Fourth Industrial Revolution. (pp. 106-118). Brill, USA.
- Singh-Pillay, A. & Naidoo, J. (2021). Pre-service teacher educators’ experiences of using mobile technologies in teaching and learning mathematics and technology education for the fourth industrial revolution. In Naidoo, J (ed). Teaching and Learning in the 21st Century: Embracing the Fourth Industrial Revolution (pp 119-136). Brill, USA
- Mudaly, R, Mabaso, B, Singh, S & Singh-Pillay, A. (2021) Why you touching me? This is scary.” Alcohol,Fear and Miniskirts as Risk Factors in Female Students’ Understandings of Violence on Campus. In Bhana, D., Singh, S & Msibi, T (eds). Gender, Sexuality and Violence in South African Educational Spaces. Basingstoke, UK: Palgrave MacMillan
- Khumalo, S; Singh-Pillay, A.& Subrayen, R. Reflections on Differently Abled Students’ Challenges with Online Learning amidst the COVID-19 Pandemic and Lockdown. In Smit, J.A., N. Mkhize, N. Ndimande-Hlongwa & L. Ramrathan (eds.), Alternation African Scholarship Book Series, Volume # 04 – ISBN: 978-0-9869936-5-7. DOI: https://doi.org/10.29086/978-0-9869936-5-7/2020/AASBS04 ( 188 – 208). Durban: CSSALL Publishers
- Chirikure, T., James, A., Nzimande, N., Singh-Pillay, A. & Naicker, I. A microscope, a stone, a cap and a lampshade: Objects as conduits for recognizing teaching practices as teacher leadership in higher education. In D. Pillay, K. Pithouse-Morgan & I. Naicker (Eds.), Object Medleys: Interpretive possibilities for educational research (pp. 147-162). Rotterdam: Sense Publishers.
Journal Articles
- Singh-Pillay, A. (2023) .Pre-Service Teachers’ Experience of Learning about Sustainability in Technology Education in South Africa. Sustainability 2023, 15, 2149.https://doi.org/10.3390/su15032149
- Singh-Pillay, A & Naidoo J. (2022). Teaching and learning innovations during the pandemic: Reflections on online teaching and learning in the context of Covid-19. Southern African Review of Education, 27(1):77-92.
- Mtshali, T. I., & Singh-Pillay, A. (2022). The Enhancement of Pedagogical Capital by Civil Technology Teachers When Engaged with Practical Assessment Task: A Curriculum Transformation Legacy. Journal of Curriculum Studies Research, 4(2).https://doi.org/10.46303/jcsr.2022.14
- Naidoo, J & Singh-Pillay, A. (2022). Online Teaching and Learning Within the Context Of Covid-19: Exploring the Perceptions of Postgraduate Mathematics Education Students. Mathematics Education Journal, 5(2), 102-114.
- Singh-Pillay, & Sotsaka, D. (2021) Scaffolding Preservice Engineering Graphics and Design Teachers’ Interpretation Ability of Assembly Drawing. Nigerian Journal of Technology, 40 ,(6) , 992 –998.
- Naidoo, J & Singh-Pillay, A. (2021). Online Teaching and Learning Within the Context Of Covid-19. Exploring the Perceptions of Postgraduate Mathematics Education Students Mathematics Education Journals, 5 ( 2).102-114.
- Singh-Pillay, A (2020). Pre-service Technology Teachers’ Experiences of Project Based Learning as Pedagogy for Education for Sustainable Development. Universal Journal of Educational Research, 8(5): 1935-1943. DOI: 10.13189/ujer.2020.080530.
- Naidoo, J & Singh-Pillay, A (2020). Exploring Mathematics Teachers’ Professional Development: Embracing the Fourth Industrial Revolution. Universal Journal of Educational Research 8(6): 2501-2508. DOI: 10.13189/ujer.2020.080634.
- Samaneka, F & Singh-Pillay, A. (2020) The views and experiences of Grade 10 Life Sciences teachers on the compulsory practical examination. Perspectives in Education. 38(1): 242-254. http://dx.doi.org/10.18820/2519593X/pie.v38i1.17.
- Singh-Pillay, A & Naidoo, J. (2020) Context matters: science, technology and mathematics education lecturers’ reflections on online teaching and learning during the covid-19 pandemic. Journal of Baltic Science Education, 19(6A),1125-1136. https://doi.org/10.33225/jbse/20.19.00
- Sotsaka, D. & Singh-Pillay, A. (2020). Meeting the challenges first year engineering graphic design pre-service teachers encounter when they read and interpret assembly drawing. Journal of Education. Issue 80, http://journals.ukzn.ac.za/index.php/joe doi: http://dx.doi.org/10.17159/2520-9868/i80a04
- Singh-Pillay, A & Sotsaka, D. (2020). An exploration of First Year Pre-service Engineering Graphics and Design Teachers’ Spatial Visualisation Ability at a University of Technology, Journal for the Education of Gifted Young Scientists (JEGYS), 8(2), 681-690, DOI: http://dx.doi.org/10.17478/jegys.639351
- Naidoo, J & Singh-Pillay, A. (2020) Teachers’ perceptions of using the blended learning approach for stem-related subjects within the fourth industrial revolution. Journal of Baltic Science Education. 19(4),583-593. https://doi.org/10.33225/jbse/20.19.583.
- Singh- Pillay, A., & Sotsaka, D.S. (2017). Engineering Graphics and Design Teachers’ Understanding and Teaching of Assembly Drawing. EURASIA Journal of Mathematics Science and Technology Education, 13(5): 1213-1228.
- Singh-Pillay, , Alant, B.P., & Nwokocha, G. (2017). Tapping into Basic 7–9 Science and Technology Teachers’ Conceptions of Indigenous Knowledge in Imo State, Nigeria. African journal of Mathematics, Science and Technology education, 21(2): 125-135.
- Singh-Pillay, A., & Samuel, M.A (2017). Life Sciences teachers negotiating professional development agency in changing curriculum times. EURASIA Journal of Mathematics Science and Technology Education, 13(6):1749-1763
- Singh- Pillay, A & Ohemeng-Appiah, F. (2016). Interconnectedness of technology teachers’ perceptions of the design process to learner creativity. Perspectives in education, 34(2): 70
- Masinga, L., Myende, P., Marias, A., Singh- Pillay, A., Kortjass, M., Chirikure, T., & Mweli, P. (2016). Hear our voices: A Collective Arts-Based Self-Study of Early-Career Academics on Our Learning and Growth in a Research-Intensive University. Educational Research for Social Change, 5(2): 117-135
- Singh, S., Mabaso, B., Mudaly, R., & Singh- Pillay. A. (2016). Policy for Prevention of Sexual Assault on Campus: Higher Education Students’ Perspectives. Alternation, 23(1): 113 – 134
- Singh- Pillay, A. (2015). Pre-service Technology Teachers’ Reflections on their Learning during Service-learning: A Promising Marriage for ‘Pedagogy’. Alternations special edition, 16: 166-188.
- Singh- Pillay, A & Alant, B. (2015). Tracing the policy mediation process in the implementation of a change in the Life Sciences curriculum. African journal of Mathematics, Science and Technology education, 19(1): 12-22.
- Singh, S., Mudaly, R., & Singh- Pillay, A. (2015). The what, who and whereof female students’ fear of sexual assault on a South African University campus. Agenda, 29(3):95-105.
Community Engagement
- Advisory board of the International Organisation of Science and Technology Education (IOSTE)
- Advisory board member of The International Society for Academic Researchers (ISfAR).
- Advisory board member of The International Education Conference, Kotdwar, India.
- Presented a keynote lecture at the International Education Conference in India in 2020.
- Editor for the SAARMSTE Conference proceeding, 2019
- Part of faculty exchange programme Chandigarh university, Punjab India, 2021
Student Supervision
PhD
Masters
PhD
I graduated 6 PhD students in the Science and Technology Discipline.
- Chedoise Blessing (2021). An Exploration of how Early Childhood Education Lecturers Train Pre-service teachers to use Technologies at a Nigerian University
- Sotsaka, Douglas (2020). Unmasking how pre-service engineering graphics and design teachers read and interpret assembly drawing at a university of technology: A case in UMgungundlovu Kwa Zulu Natal.
- Aladejebi D. Toyin (2020). An Exploration of the Intended, Enacted and Achieved Environmental Education Curriculum within the Social Studies Teacher Education Programme at a Nigerian University.
- Rurinda, Elias, (2019). An exploration of the use of Community Based Participatory Action Research to create an innovative platform for engaging A level Biology teachers’ in Biotechnology within the Biology curriculum in Zimbabwe.
- Gamira, Daniel (2019). An exploration of pre-service Geography teachers’ understanding and learning of Environmental Education at a University in Zimbabwe
Masters
- Hove, Sithembile, (219095250). Masters in Technology Education (2023). An exploration of grade 11 civil technology teachers’ practice of promoting active learning during the teaching of graphic communication: a case study of the Umgungundlovu district. Cum laude. Sole supervisor.
- Sothwa, Kenneth (2020). Electrical technology teachers’ awareness of learners’ misconceptions about three-phase theory: A case study of uMgungundlovu technical high schools.
- Chilliba, Kheto (2019). A closer look at how grade 9 technology teachers incorporate critical thinking in their teaching of the design process: A case study in KwaSanti cluster.
- Ugwu, Alvin (2018 Summa cum laude). An exploration of Intermediate Phase Natural Sciences and Technology Pre-service Teachers’ experiences of learning about Education for Sustainable Development: A Case study at a South African university.
- Khumalo Chashaza (2018). An exploration of Grade 9 Technology teachers’ experiences of teaching the Design Process: A case study of Umgungundlovu district.
- Dumakude Magugu (2018). Exploring grade 12 life sciences teachers’ concerns about teaching evolution in Wartburg, Kwazulu-Natal
- Thompson, Rowan (2017 Cum laude). Implementation of an Integrated ICT and Basic Adult Education (BAE) course for young mothers using CBPAR in Limpopo.
- Khuzwayo Princess Hlengiwe (2017). Food for thought: A closer look at Ipolokeng primary schools’ nutrition programme.
- Konadu-Yiadom Emmanuel (2017). An exploration of Quantity Student’s engagement with engineering graphics and specification drawings.
- Jagesar Nivesh (2017). A case study of gender differences in 8th grade students’ performance in TIMSS 2011 science test in United Arab Emirates, Dubai schools.
- Sotsaka, Douglas.(2016, Summa cum laude). An exploration of the interface between Grade 11 Engineering Graphics and Design Teachers’ understanding of Assembly Drawing and their practice: A case study of the uThukela District, KwaZulu-Natal
- Samaneka, Furirwai (2016 Cum laude). An exploration of Grade 10 Life Sciences teachers’ views on the implementation of the Practical examinations in Life Sciences at selected high schools in the Estcourt region.
- Mesuwini Joseph (2016). An exploration of the skills set required for sustainable employability of Technical Vocational Education and Training (TVET) engineering graduate: A Case for Majuba TVET College, Newcastle, KwaZulu-Natal.
- Legg jack, Dagogo (2015, Summa cum laude). Employability skills of Technical College graduates: A case for Government Technical College (GTC) in Ahoada Rivers State Nigeria
- Nwokocha Godson (2015). Exploration of basic 7-9 science and technology teachers’ conception of IK as drawn from their lived experiences and classroom practices in Imo State Nigeria.
- Ohemeng-Appiah, Frank (2015). Teaching the design process in the grade 9 technology class.