Enablements and Constraints in the Uptake of Digital Technologies for Teaching and Learning

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Mobile and Blended Learning Pub Date : 2022-07-01 DOI:10.4018/ijmbl.314584

N. Ngcobo

引用次数: 0

Abstract

In South African higher education, institutions are exploring pedagogical practices of dealing with a multiple number of emerging technologies. Though the use of educational technologies is an established practice in higher education institutions, its uptake seems to be varied. This chapter draws on a study of educational technologies (EdTechs) in different institutions within the South African higher education context to identify how various academic staff development units (for example, instructional designers in e-learning units) empower academics to integrate technologies in teaching and learning practices. In this chapter, the author analysed data by drawing on Archer's (1995) social realist framework. Data was obtained from an online survey (open-ended questionnaire) and interviews The findings from both data phases reveal a strong call for more theorised approaches in the use of EdTechs to promote digital literacies. In addition, academic development activities were valued as a driver to the uptake of these technologies.

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利用数字技术进行教学的能力和制约因素

在南非高等教育中，各机构正在探索处理多种新兴技术的教学实践。尽管教育技术的使用是高等教育机构的既定做法，但其应用似乎各不相同。本章借鉴了对南非高等教育背景下不同机构的教育技术（EdTechs）的研究，以确定各种学术人员发展单位（例如电子学习单位的教学设计师）如何使学术人员能够将技术融入教学实践。在本章中，作者借鉴阿彻（1995）的社会现实主义框架对数据进行了分析。数据来自在线调查（开放式问卷）和访谈。两个数据阶段的调查结果都强烈呼吁在使用教育技术促进数字文学方面采取更多理论化的方法。此外，学术发展活动被视为吸收这些技术的驱动因素。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Mobile and Blended Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： The primary mission of the International Journal of Mobile and Blended Learning (IJMBL) is to provide insight and understanding into the role of innovative learning theory and practice in an increasingly mobile and pervasive technological environment. As technology enables a more seamless experience of device-supported learning worlds that may integrate mobile, embedded, augmented, and immersive technologies, researchers, professionals, and academicians may expect to see increasing interest and activity in blended approaches to learning. IJMBL brings together experts at the forefront of this field, in both technology and pedagogical practice, and assists them in the development and dissemination of new approaches to both mobile and blended learning.