The implementation of technology-based pedagogic practices is becoming increasingly significant in higher education as the admission of digital natives increase. This generation of students, so defined as digital natives because they grew up using computers, tablets, smart phones and other digital technology, show a high level of technological competence, but exhibit deficiencies in competencies related to digital academic tools.  A group of activities which supports learning, and facilitates student academic success, were compiled in a 28-item challenge for beginning General Education students, as a part of a Life and Study Skills course. Each challenge invited students to access some aspect of digital technology which has the potential to increase their academic competence. The main aim of the exercise was to increase students’ digital academic literacy, exposing them to applications and ICT skills which would increase their efficiency, self-efficacy and accuracy in executing academic tasks. The technology tools used were aimed at accomplishing tasks such as group formation and communication, notetaking, information capture, summarization, synchronous and asynchronous collaboration on tasks, referencing, formatting, grammar check, plagiarism and assessment. Students were challenged to complete particular tasks using specific applications. A screenshot of each completed activity was submitted as evidence of task completion. Students were given 28 days to complete the tasks, after which they were required to do two quizzes, using learning platforms they were exposed to in the challenge, demonstrating their new found proficiencies.

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Research plays an integral role in tertiary level teaching and learning. In traditional scholarly disciplines published research adds to the general body of knowledge and enhances the reputation of the educational institution. However, in research focused on teaching and learning the objective is to solve problems and improve professional practices inside the classroom. Either form of research must take place, whether published or unpublished, to prevent stagnation in educational activities. According to Field (2011), educational research is essential for the improvement of education standards; otherwise education runs the risk of being based solely on theory, ideology, convenience and/or prejudice. Many academic institutions require faculty members to be 'research active' as part of the criteria for promotion. This 'publish or perish' syndrome has precipitated some anxiety among teaching faculty who find it difficult to keep up a steady stream of publications; faculty may be retained or promoted (or not) according to the impact factor of journals in which their work is published.

Research plays an integral role in tertiary level teaching and learning. In traditional scholarly disciplines published research adds to the general body of knowledge and enhances the reputation of the educational institution. However, in research focused on teaching and learning the objective is to solve problems and improve professional practices inside the classroom. Either form of research must take place, whether published or unpublished, to prevent stagnation in educational activities. According to Field (2011), educational research is essential for the improvement of education standards; otherwise education runs the risk of being based solely on theory, ideology, convenience and/or prejudice. Many academic institutions require faculty members to be 'research active' as part of the criteria for promotion. This 'publish or perish' syndrome has precipitated some anxiety among teaching faculty who find it difficult to keep up a steady stream of publications; faculty may be retained or promoted (or not) according to the impact factor of journals in which their work is published.