The Pedagogical Shift in the Emergence of Digital Technology: Transforming Teaching Practices

Nomasonto Goodness Mthembu ORCID iD , Wanjiru Gachie ORCID iD & Desmond Wesley Govender ORCID iD

Issue: Vol.4  No.11 Special Issue Article 2 pp.1330 – 1344
DOI: https://doi.org/10.38159/ehass.20234112 |   Published online 8th December, 2023
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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The rapid advancement in digital technology has necessitated a fundamental transformation in the approach to teaching and learning in the classroom. Consequently, teachers must recognize and adapt to this shift by employing appropriate and effective pedagogical methods. However, the lack of comprehensive literature and well-defined policies pertaining to pedagogical adjustments in response to the emergence of technology has left numerous issues unresolved. Therefore, this research investigated the pedagogical approaches adopted by teachers in light of technological advancements in this digital age. The pedagogical shift accompanying the emergence of technology holds significant importance for effective teaching and learning. The research question that was asked to address this pedagogical shift was: In what ways are teachers applying pedagogical approaches in the context of digital technology emergence? To address the research question, a combination of quantitative and qualitative data was collected from high school teachers in the Pinetown district located in Durban KwaZulu-Natal Province through questionnaires and interviews. The findings revealed that teachers are not adequately equipped to implement the pedagogical approaches required for the integration of technology. Furthermore, teachers often perceive technology as a mere tool for occasional use in teaching and learning. Relying solely on laptops and electronic gadgets, without effectively integrating technology into the curriculum and pedagogical approaches, as well as fostering authentic teaching and learning experiences, does not ensure that learners will be prepared to thrive in the era of technology. Additionally, the research discovered that only 31.1% of teachers employed problem-based learning, while 21.7% employed project-based learning as their pedagogical approach. Consequently, there is a need for well-structured policies that can support teachers in making the necessary pedagogical shift to accommodate the emergence of technology.

Keywords: Teaching and learning, Pedagogical approaches, Technology integration, Digital technology, Digital skills.  

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Dr. Nomasonto Goodness Mthembu earned her PhD with a focus on Computer Science Education from the University of KwaZulu-Natal, including Bed, Bed Honours, and Bed Masters. Her research interests lie in linking indigenous knowledge with computer sciences (robotics) to enhance self-directed learning.

Dr. Wanjiru Gachie is a seasoned senior lecturer at the University of KwaZulu-Natal, South Africa, specializing in Information Systems and Public Administration. With over a decade of experience, her dynamic contributions to education, research, and student supervision make her a respected figure in the academic community.

Professor Desmond W. Govender is a distinguished academic, presently serving as the Discipline Leader in the Department of Computer Science Education at the University of KwaZulu-Natal. His extensive research background and commitment to quality assurance contribute significantly to the field, particularly in ICT integration in teaching and learning.

Mthembu, Nomasonto Goodness, Gachie, Wanjiru & Govender, Desmond Wesley. “The Pedagogical Shift in the Emergence of Digital Technology: Transforming Teaching Practices.” E-Journal of Humanities, Arts and Social Sciences 4, no.11 Issue (2023): 1330 -1344. https://doi.org/10.38159/ehass.20234112

© 2023 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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