Degrees Held
- PhD (Science Education) UKZN
- PG Dip HE, UKZN
- Masters (Science Education) UKZN
- BSc, UNISA
- JSED, Springfield
Experience
- I am a lecturer in the Discipline of Technology Education, Science and Technology Education Cluster, School of Education (Edgewood Campus). I have served as the Academic Discipline Head of Technology Education in 2014. For the past 31 years, I have been involved in the field of Science and Technology Education as high school teacher of Physical science, Life Science and natural science and as a lecturer of technology education at UKZN. I serve as an examiner for the national Life Sciences Olympiad.
- I have also served as an administrator and research assistant on Project Sustain, a 6 million Norwegian Krone project funded by NUFU. The project aimed at the promotion of Sustainable Science and Technology programs at tertiary institutions in South Africa, Malawi and Zambia. I worked with a team of national and international researchers.
- I am a researcher on the safer learning environment project, which was funded by the NRF (2014-2016). I also work on the UTLO support project.
- I have served as an internal examiner of PhD and Master’s thesis of UKZN. I have examined master’s thesis for UNISA. I have moderated the ACT qualification in environmental education and Plant biology for UFS. I have reviewed abstracts for the following conferences SAARMSTE, SAERA, UTLO. I have reviewed articles for SAGE Open, Eurasian Journal of Math, Science and Technology Education.
- I am a member of SAARMSTE 2008- to date.
Research Interests
- Teaching and learning of engineering graphics and design,
- Social justice issues in science and technology education,
- Indigenous knowledge systems,
- Practical work and process skills,
- Education for sustainable development
- Curriculum and policy issues in STE
- Use of technologies in teaching STE
- Gender and STEM education
Teaching Interests
- Research in technology education
- Gender and STE
- Practical work and process skills
- Integration of NS-TECH
- Service learning
Selected Publications
Chapters in Books
- 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 & 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, , 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
- 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
- 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.