Sustaining the Integration of Technology Pedagogies in Higher Education after the COVID-19 Pandemic
Abstract
This study sought to determine the support provided to lecturers from selected universities in Southern Africa in sustaining the integration of technology pedagogies to train in-service teachers after the COVID-19 pandemic era. The study used a multiple case study design and a qualitative research approach as part of an interpretive research paradigm. The study was carried out at two Southern African universities that were conveniently chosen by the researchers as their places of work. A purposive sample of lecturers in the faculties of education that train in-service teachers was selected. Data were gathered through the analysis of documents considered relevant to the study from the studied universities. A focus group discussion was held with 12 lecturers, an open-ended questionnaire was completed by 9 lecturers and open-ended interviews with 6 HODs in the faculties of education were conducted. Data obtained from the participants and the documents examined were analysed using thematic analysis. The study's findings reveal that lecturers from both universities initially had limited knowledge as they were still transforming from face-to-face teaching pedagogies and needed to be knowledgeable about integrating technological pedagogies in training in-service teachers. Findings also show that the universities provided some internet connectivity for lecturers to use especially when they were on campus, but internet access was limited when they moved off campus premises. Institution A failed to give lecturers data for off campus usage, while institution B gave lecturers data for off campus usage, but load-shedding (regulated power outages) took a toll in the country where institution B is situated. The study concludes that lecturers received support from the universities where they work to enable appropriate technology pedagogy integration in the preparation of in-service teachers.
https://doi.org/10.26803/ijlter.22.2.1
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