Technology Integration in Teacher Education Practices in Two Southern African Universities
The integration of digital technology into the practices of teacher education is expected to become the norm in the Fourth Industrial Revolution era. This study sought to determine how lecturers integrate technology into teacher education in two Southern African universities (one in South Africa and...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
De Gruyter
2024-02-01
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| Series: | Open Education Studies |
| Subjects: | |
| Online Access: | https://doi.org/10.1515/edu-2022-0223 |
| _version_ | 1797294707443761152 |
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| author | Schlebusch Gawie Bhebhe Sithulisiwe Schlebusch Luzaan |
| author_facet | Schlebusch Gawie Bhebhe Sithulisiwe Schlebusch Luzaan |
| author_sort | Schlebusch Gawie |
| collection | DOAJ |
| description | The integration of digital technology into the practices of teacher education is expected to become the norm in the Fourth Industrial Revolution era. This study sought to determine how lecturers integrate technology into teacher education in two Southern African universities (one in South Africa and one in the Kingdom of Eswatini). In this study, a multiple case study design was utilised, employing a qualitative research approach within an interpretive research paradigm. The study occurred at the two universities as mentioned earlier, conveniently chosen as they were the workplaces of the researchers. Data collection involved an open-ended questionnaire completed by lecturers, and a focus group discussion consisted of purposively selected lecturers from both institutions. Thematic analysis was applied to examine the data gathered from study participants. The findings indicated that initially, lecturers from both universities had limited digital literacy as they were in the process of transitioning from traditional face-to-face teaching methods and required guidance on integrating technology into their instructional practices. The study concludes that the availability of digital tools, software, and the Internet will not automatically equip student teachers with the required competencies to include technology into their instructional methods. |
| first_indexed | 2024-03-07T21:34:04Z |
| format | Article |
| id | doaj.art-d8442ee2e00d4a31952fb4213bae5d28 |
| institution | Directory Open Access Journal |
| issn | 2544-7831 |
| language | English |
| last_indexed | 2024-03-07T21:34:04Z |
| publishDate | 2024-02-01 |
| publisher | De Gruyter |
| record_format | Article |
| series | Open Education Studies |
| spelling | doaj.art-d8442ee2e00d4a31952fb4213bae5d282024-02-26T14:28:06ZengDe GruyterOpen Education Studies2544-78312024-02-0161609167910.1515/edu-2022-0223Technology Integration in Teacher Education Practices in Two Southern African UniversitiesSchlebusch Gawie0Bhebhe Sithulisiwe1Schlebusch Luzaan2Department of Post Graduate Studies Education, Central University of Technology, Free State, Welkom, South AfricaFaculty of Education, University of Eswatini, Kwaluseni, EswatiniDepartment of Mathematics, Science and Technology Education, Central University of Technology, Free State, Welkom, South AfricaThe integration of digital technology into the practices of teacher education is expected to become the norm in the Fourth Industrial Revolution era. This study sought to determine how lecturers integrate technology into teacher education in two Southern African universities (one in South Africa and one in the Kingdom of Eswatini). In this study, a multiple case study design was utilised, employing a qualitative research approach within an interpretive research paradigm. The study occurred at the two universities as mentioned earlier, conveniently chosen as they were the workplaces of the researchers. Data collection involved an open-ended questionnaire completed by lecturers, and a focus group discussion consisted of purposively selected lecturers from both institutions. Thematic analysis was applied to examine the data gathered from study participants. The findings indicated that initially, lecturers from both universities had limited digital literacy as they were in the process of transitioning from traditional face-to-face teaching methods and required guidance on integrating technology into their instructional practices. The study concludes that the availability of digital tools, software, and the Internet will not automatically equip student teachers with the required competencies to include technology into their instructional methods.https://doi.org/10.1515/edu-2022-0223student teacherslecturershigher educationtechnology integrationeducationtechnology pedagogies |
| spellingShingle | Schlebusch Gawie Bhebhe Sithulisiwe Schlebusch Luzaan Technology Integration in Teacher Education Practices in Two Southern African Universities Open Education Studies student teachers lecturers higher education technology integration education technology pedagogies |
| title | Technology Integration in Teacher Education Practices in Two Southern African Universities |
| title_full | Technology Integration in Teacher Education Practices in Two Southern African Universities |
| title_fullStr | Technology Integration in Teacher Education Practices in Two Southern African Universities |
| title_full_unstemmed | Technology Integration in Teacher Education Practices in Two Southern African Universities |
| title_short | Technology Integration in Teacher Education Practices in Two Southern African Universities |
| title_sort | technology integration in teacher education practices in two southern african universities |
| topic | student teachers lecturers higher education technology integration education technology pedagogies |
| url | https://doi.org/10.1515/edu-2022-0223 |
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