Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/4531
Title: Pedagogical shift in the twenty-first century: preparing teachers to teach with new technologies
Authors: Chigona, Agnes 
Keywords: Information Communication Technologies (ICTs);Curriculum delivery;Integration;Pre-service teachers
Issue Date: 2015
Publisher: Routledge Taylor and Francis
Source: Agnes Chigona (2015) Pedagogical shift in the twenty-first century: Preparing teachers to teach with new technologies, Africa Education Review, 12:3, 478-492
Abstract: The expectation in education today is that pre-service teachers should graduate from teacher education adequately prepared to teach with Information Communication Technologies (ICTs) that have potential to enhance curriculum delivery, hence improving quality of education. However, research shows that pre-service teachers are graduating from teacher education underequipped to teach with ICTs. The aim of this study is to understand why, given the deployment of ICTs for teaching and learning in teacher education, the new teachers remain underprepared to teach with ICTs. Qualitative research approach was employed in this study, whereby randomly selected pre-service teachers were interview respondents. Written reflections on their preparation to teach with ICTs also formed part of the data collected. Technological Pedagogical and Content Knowledge (TPACK) theory was embraced to guide the study. Analysis of the data shows that the main contributing factor of the new teachers’ under-preparedness to teach using ICTs is the quality of instruction they receive during their training.
URI: http://dx.doi.org/10.1080/18146627.2015.1110912
http://hdl.handle.net/11189/4531
Appears in Collections:Eng - Journal articles (DHET subsidised)

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