Design-based approach to technology innovation: Teacher educators’ experiences with tablets as instructional tools in South Africa

Thuthukile Jita; Alice Dhliwayo

doi:10.30935/cedtech/14850

Thuthukile Jita ¹ ^* , Alice Dhliwayo ¹ ^*

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CONT ED TECHNOLOGY, Volume 16, Issue 3, Article No: ep520

https://doi.org/10.30935/cedtech/14850

Submitted: 03 April 2024, Published Online: 17 July 2024

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Abstract

The role of higher education in improving educational practices and access through research in technology innovations across the wider spectrum of schooling has especially increased in the information driven 21^st century lifestyle. Pre-service teacher training plays a significant role in this transformation. For South Africa, research in technology integration has not provided requisite skills for teacher educators to bring about this envisaged transformation. The purpose of this study is to investigate the affordance of the design-based research (DBR) when combined with community of practice (CoP) framework in mitigating context-based technology integration related challenges and professional development in teacher education through the social learning theory. The qualitative paper explores the experiences teacher educators had of using tablets in a DBR as technology integration tools for contextual pedagogical practices. Teacher educators (n = 10), in one university in South Africa were given tablets to use over a year before they responded to semi-structured interviews about their experiences and were also observed as they engaged in both the CoP and in classroom practice. After a thematic analysis, the main results were that the CoP provided space for teacher educators to improve their confidence and technology integration skills. The combination of DBR and the CoP was found to be complementary in bridging the gap between theory and practice for teacher educators. The CoP provided the much needed safe space for professional growth and confidence building for teacher educators. However, learning engagements were limited by inadequacy of ICT tools for the students. In light of this, the implication of the study is that professional development plans for teacher educators in technology integration skills must be context based and subject specific through DBR programs for practical results and sustainability.

Keywords: community of practice, design-based research, pedagogical practices, modelling, professional development, tablet

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Citation

Jita, T., & Dhliwayo, A. (2024). Design-based approach to technology innovation: Teacher educators’ experiences with tablets as instructional tools in South Africa. Contemporary Educational Technology, 16(3), ep520. https://doi.org/10.30935/cedtech/14850

Jita, T., and Dhliwayo, A. (2024). Design-based approach to technology innovation: Teacher educators’ experiences with tablets as instructional tools in South Africa. Contemporary Educational Technology, 16(3), ep520. https://doi.org/10.30935/cedtech/14850

Jita T, Dhliwayo A. Design-based approach to technology innovation: Teacher educators’ experiences with tablets as instructional tools in South Africa. CONT ED TECHNOLOGY. 2024;16(3), ep520. https://doi.org/10.30935/cedtech/14850

Jita, Thuthukile, and Alice Dhliwayo. "Design-based approach to technology innovation: Teacher educators’ experiences with tablets as instructional tools in South Africa". Contemporary Educational Technology 2024 16 no. 3 (2024): ep520. https://doi.org/10.30935/cedtech/14850

Jita, Thuthukile et al. "Design-based approach to technology innovation: Teacher educators’ experiences with tablets as instructional tools in South Africa". Contemporary Educational Technology, vol. 16, no. 3, 2024, ep520. https://doi.org/10.30935/cedtech/14850

Jita T, Dhliwayo A. Design-based approach to technology innovation: Teacher educators’ experiences with tablets as instructional tools in South Africa. CONT ED TECHNOLOGY. 2024;16(3):ep520. https://doi.org/10.30935/cedtech/14850