Impact of Emerging Technologies on Teacher Education: Experiences of Teacher-Trainees

Abstract

Over the years UEW have made advances to strategize for the integration of Information Communication Technology (ICT) across its curriculum. This strategy stipulates that every registered first year student takes a compulsory ICT course. The contents of this course includes: Basic Computer/Technology Operations and Concepts; Personal and Professional Use of Technology and Application of Technology in Instruction. However, recently through a partnership with Partnership for Higher Education in Africa (PHEA) in conjunction with South African Institute for Distance Education (SAIDE), UEW has embarked on innovative uses of ICT such as a blended learning model, which combines face-to-face lecture with online learning activities as the preferred model for teaching and learning. This study used a blend of quantitative and qualitative methods to collect empirical data. The quantitative data was analysed using simple means and standard deviation. Responses from the qualitative data were analysed under themes. Findings from the study showed that teacher-trainees’ received technical support to use the online learning management system (LMS). The main findings of the study showed that: 1. A number of teacher-trainees’ access technology for academic and non-academic activities; 2. Use of the social media is popular among teacher-trainees’ however, using it to support learning is still a challenge; 3. A number of teacher-trainees’ lack confidence in using technology tools, because of their low technology skills. The lessons drawn from the opportunities and challenges faced by students in the utilization of technology tools could be used to formulate ideas in the deployment of ICT tools and facilities. It is expected that this study will provide useful information to provoke a revolution in technology use in education, learning and research. The results could be a useful reference for the design of ICT curriculum for Teacher Training programmes.

Keywords: Emerging technologies, teacher-trainees, pedagogical practices, MOODLE, social media