Authors: Nyarai Tunjera (Cape Peninsula University of Technology, Cape Town, South Africa), Agnes Chigona (Cape Peninsula University of Technology, Cape Town, South Africa)
Volume/Issue: 16/3
ISSN: 1550-1876
EISSN: 1550-1337
DOI: 10.4018/IJICTE.2020070110
Date Posted: 7/1/2020 12:00:00 AM

Abstract

The study examined how teacher educators are appropriating technological, pedagogical, and content knowledge (TPACK) and substitution, augmentation, modification, redefinition (SAMR) frameworks in their pre-service teacher preparation programmes. To ensure rigor, quality, and preparedness of pre-service teachers, there is a need to articulate expectations around effective use of these frameworks together with contemporary teaching and learning theories at the pre-service teacher preparation level. One-on-one in-depth interviews and participant observations were conducted with eight (8) teacher educators. The findings revealed that teacher educators are appropriating technology in ways harmonious with their prevalent traditional teacher-centred teaching strategies at enhancement levels. The researchers recommend the adoption of technology integration frameworks and teaching and learning theory at policy making levels in pre-service teacher training institutions.

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