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All Journal INVOTEC JEET (Journal of English Education and Technology
Chinengundu, Tawanda
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Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Electrical & Electronics Engineering Energy Engineering Languange, Linguistic, Communication & Media

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Integrating educational technology in the delivery of design-based courses at a technical teachers' college in Zimbabwe Goredema, Rachel; Masina, Rumbidzayi; Chinengundu, Tawanda
INVOTEC Vol 20, No 2 (2024)
Publisher : Faculty of Technological and Vocational Education-Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/invotec.v20i2.72304

Abstract

Educational Technology became vital in the teaching and learning process, particularly during the Covid-19 era. However, a host of challenges associated with the integration of ET in the teaching and learning process were unearthed. This study sought to establish the extent to which Educational Technology was integrated into the teaching and learning of Design-based subjects at the diploma level during the COVID-19 pandemic and to explore strategies that can be adopted to improve the quality of teaching and learning in teacher education in times of crises. The study employed a qualitative approach methodology utilising a case study research design.  A sample of five lecturers and twenty students was purposively selected. Data were analysed thematically. Results revealed that lecturers have adequate content knowledge about the design-based subjects which they teach but do not have sufficient technological and pedagogical knowledge. The study recommends in-service training of lecturers to effectively use educational technology in teaching processes.
THE The Impact of Tablet Devices on English Teaching in Intermediate-Phase Classrooms Chinengundu, Tawanda; Lowe, Jordan
JEET, Journal of English Education and Technology Vol. 5 No. 01 (2024): March 2024
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

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Abstract

Research shows that mobile computing like iPads and tablets has gained popularity in classrooms. While prior research has explored technology in education broadly, this study specifically focuses on the impact of tablets on English language teaching within the intermediate phase. The study was underpinned by the Technological Pedagogical Content Knowledge model. A qualitative approach was employed in this study for contextual inquiry, enabling a deeper understanding of the impact of tablet integration on English teaching and learning. The sample for this research consisted of five teachers selected through convenience sampling. These participants taught English within the intermediate phase at schools in Mpumalanga province, South Africa. Semi-structured interviews with open-ended questions were used to inquire educators about their teaching methods, challenges, and how tablets have affected student learning. Data were analyzed by developing themes. The findings revealed that tablet integration led to improvements in pedagogical practices, and increased student engagement. However, challenges such as limited technological infrastructure, the need for teacher training, and the potential for tablets to introduce distractions and hinder critical thinking among students were established. We argue that to be effective, tablet integration requires equitable access, curricular knowledge, teaching methodologies, technological skills, and individualized learning for every student.
Co-Authors Goredema, Rachel Lowe, Jordan Masina, Rumbidzayi