Technology and collaboration as strategic drivers shaping higher education

Rossouw, Dirk; Goldman, Geoffrey A.

doi:10.4102/td.v19i1.1307

The Journal for Transdisciplinary Research in Southern Africa

2023

DOI: 10.4102/td.v19i1.1307

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Technology and collaboration as strategic drivers shaping higher education

Dirk Rossouw

Geoffrey A. Goldman

Abstract: The literature review commences by interrogating the concept of strategic drivers, where after the discussion will turn to the importance of technology, the 4IR and collaboration for HEIs, especially in the light of recent disruptive events that have occurred.

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2024

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Cited by 2 publications

References 39 publications

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Singularity in higher education: Methods for detection and classification

Lara-Navarra,

Sánchez-Pérez,

Ferrer-Sapena

et al. 2024

Expert Systems with Applications

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Singularity in higher education: Methods for detection and classification

Lara-Navarra,

Sánchez-Pérez,

Ferrer-Sapena

et al. 2024

Expert Systems with Applications

View full text Add to dashboard Cite

Design-based approach to technology innovation: Teacher educators’ experiences with tablets as instructional tools in South Africa

Jita,

Dhliwayo

2024

CONT ED TECHNOLOGY

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The role of higher education in improving educational practices and access through research in technology innovations across the wider spectrum of schooling has especially increased in the information driven 21<sup>st</sup> century lifestyle. Pre-service teacher training plays a significant role in this transformation. For South Africa, research in technology integration has not provided requisite skills for teacher educators to bring about this envisaged transformation. The purpose of this study is to investigate the affordance of the design-based research (DBR) when combined with community of practice (CoP) framework in mitigating context-based technology integration related challenges and professional development in teacher education through the social learning theory. The qualitative paper explores the experiences teacher educators had of using tablets in a DBR as technology integration tools for contextual pedagogical practices. Teacher educators (n = 10), in one university in South Africa were given tablets to use over a year before they responded to semi-structured interviews about their experiences and were also observed as they engaged in both the CoP and in classroom practice. After a thematic analysis, the main results were that the CoP provided space for teacher educators to improve their confidence and technology integration skills. The combination of DBR and the CoP was found to be complementary in bridging the gap between theory and practice for teacher educators. The CoP provided the much needed safe space for professional growth and confidence building for teacher educators. However, learning engagements were limited by inadequacy of ICT tools for the students. In light of this, the implication of the study is that professional development plans for teacher educators in technology integration skills must be context based and subject specific through DBR programs for practical results and sustainability.

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Technology and collaboration as strategic drivers shaping higher education

Abstract: The literature review commences by interrogating the concept of strategic drivers, where after the discussion will turn to the importance of technology, the 4IR and collaboration for HEIs, especially in the light of recent disruptive events that have occurred.

Cited by 2 publications

References 39 publications

Singularity in higher education: Methods for detection and classification

Singularity in higher education: Methods for detection and classification

Design-based approach to technology innovation: Teacher educators’ experiences with tablets as instructional tools in South Africa

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