The Pedagogical Shift in the Emergence of Digital Technology: Transforming Teaching Practices
The rapid advancement in digital technology has necessitated a fundamental transformation in the approach to teaching and learning in the classroom. Consequently, teachers must recognize and adapt to this shift by employing appropriate and effective pedagogical methods. However, the lack of comprehe...
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| Format: | Article |
| Language: | English |
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Noyam Journals
2023-11-01
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| Series: | E-Journal of Humanities, Arts and Social Sciences |
| Subjects: | |
| Online Access: | https://noyam.org/wp-content/uploads/2023/12/EHASS20234112.pdf |
| _version_ | 1797351314319998976 |
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| author | Nomasonto Goodness Mthembu Wanjiru Gachie Desmond Wesley Govender |
| author_facet | Nomasonto Goodness Mthembu Wanjiru Gachie Desmond Wesley Govender |
| author_sort | Nomasonto Goodness Mthembu |
| collection | DOAJ |
| description | The rapid advancement in digital technology has necessitated a fundamental transformation in the approach to teaching and learning in the classroom. Consequently, teachers must recognize and adapt to this shift by employing appropriate and effective pedagogical methods. However, the lack of comprehensive literature and well-defined policies pertaining to pedagogical adjustments in response to the emergence of technology has left numerous issues unresolved. Therefore, this research investigated the pedagogical approaches adopted by teachers in light of technological advancements in this digital age. The pedagogical shift accompanying the emergence of technology holds significant importance for effective teaching and learning. The research question that was asked to address this pedagogical shift was: In what ways are teachers applying pedagogical approaches in the context of digital technology emergence? To address the research question, a combination of quantitative and qualitative data was collected from high school teachers in the Pinetown district located in Durban KwaZulu-Natal Province through questionnaires and interviews. The findings revealed that teachers are not adequately equipped to implement the pedagogical approaches required for the integration of technology. Furthermore, teachers often perceive technology as a mere tool for occasional use in teaching and learning. Relying solely on laptops and electronic gadgets, without effectively integrating technology into the curriculum and pedagogical approaches, as well as fostering authentic teaching and learning experiences, does not ensure that learners will be prepared to thrive in the era of technology. Additionally, the research discovered that only 31.1% of teachers employed problem-based learning, while 21.7% employed project-based learning as their pedagogical approach. Consequently, there is a need for well-structured policies that can support teachers in making the necessary pedagogical shift to accommodate the emergence of technology. |
| first_indexed | 2024-03-08T12:58:36Z |
| format | Article |
| id | doaj.art-c2f0e3232b564779bf8a9552947297a1 |
| institution | Directory Open Access Journal |
| issn | 2720-7722 |
| language | English |
| last_indexed | 2024-03-08T12:58:36Z |
| publishDate | 2023-11-01 |
| publisher | Noyam Journals |
| record_format | Article |
| series | E-Journal of Humanities, Arts and Social Sciences |
| spelling | doaj.art-c2f0e3232b564779bf8a9552947297a12024-01-19T14:05:02ZengNoyam JournalsE-Journal of Humanities, Arts and Social Sciences2720-77222023-11-0141113301344https://doi.org/10.38159/ehass.20234112The Pedagogical Shift in the Emergence of Digital Technology: Transforming Teaching PracticesNomasonto Goodness Mthembu0https://orcid.org/0000-0002-6950-2805Wanjiru Gachie1https://orcid.org/0000-0003-4585-8863Desmond Wesley Govender2https://orcid.org/0000-0002-6115-9635https://orcid.org/0000-0002-6950-2805University of KwaZulu Natal, South Africa.University of KwaZulu Natal, South Africa.The rapid advancement in digital technology has necessitated a fundamental transformation in the approach to teaching and learning in the classroom. Consequently, teachers must recognize and adapt to this shift by employing appropriate and effective pedagogical methods. However, the lack of comprehensive literature and well-defined policies pertaining to pedagogical adjustments in response to the emergence of technology has left numerous issues unresolved. Therefore, this research investigated the pedagogical approaches adopted by teachers in light of technological advancements in this digital age. The pedagogical shift accompanying the emergence of technology holds significant importance for effective teaching and learning. The research question that was asked to address this pedagogical shift was: In what ways are teachers applying pedagogical approaches in the context of digital technology emergence? To address the research question, a combination of quantitative and qualitative data was collected from high school teachers in the Pinetown district located in Durban KwaZulu-Natal Province through questionnaires and interviews. The findings revealed that teachers are not adequately equipped to implement the pedagogical approaches required for the integration of technology. Furthermore, teachers often perceive technology as a mere tool for occasional use in teaching and learning. Relying solely on laptops and electronic gadgets, without effectively integrating technology into the curriculum and pedagogical approaches, as well as fostering authentic teaching and learning experiences, does not ensure that learners will be prepared to thrive in the era of technology. Additionally, the research discovered that only 31.1% of teachers employed problem-based learning, while 21.7% employed project-based learning as their pedagogical approach. Consequently, there is a need for well-structured policies that can support teachers in making the necessary pedagogical shift to accommodate the emergence of technology.https://noyam.org/wp-content/uploads/2023/12/EHASS20234112.pdfteaching and learningpedagogical approachestechnology integrationdigital technologydigital skills. |
| spellingShingle | Nomasonto Goodness Mthembu Wanjiru Gachie Desmond Wesley Govender The Pedagogical Shift in the Emergence of Digital Technology: Transforming Teaching Practices E-Journal of Humanities, Arts and Social Sciences teaching and learning pedagogical approaches technology integration digital technology digital skills. |
| title | The Pedagogical Shift in the Emergence of Digital Technology: Transforming Teaching Practices |
| title_full | The Pedagogical Shift in the Emergence of Digital Technology: Transforming Teaching Practices |
| title_fullStr | The Pedagogical Shift in the Emergence of Digital Technology: Transforming Teaching Practices |
| title_full_unstemmed | The Pedagogical Shift in the Emergence of Digital Technology: Transforming Teaching Practices |
| title_short | The Pedagogical Shift in the Emergence of Digital Technology: Transforming Teaching Practices |
| title_sort | pedagogical shift in the emergence of digital technology transforming teaching practices |
| topic | teaching and learning pedagogical approaches technology integration digital technology digital skills. |
| url | https://noyam.org/wp-content/uploads/2023/12/EHASS20234112.pdf |
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