{"title":"Enablements and Constraints in the Uptake of Digital Technologies for Teaching and Learning","authors":"N. Ngcobo","doi":"10.4018/ijmbl.314584","DOIUrl":null,"url":null,"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.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":" ","pages":""},"PeriodicalIF":0.9000,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Mobile and Blended Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/ijmbl.314584","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.
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