Technology Integration in Higher Education: The Use of Website Design Pedagogy to Promote Quality Teaching and Learning

Autor/inn/en	West, Joyce; Malatji, Makwalete Johanna
Titel	Technology Integration in Higher Education: The Use of Website Design Pedagogy to Promote Quality Teaching and Learning
Quelle	In: Electronic Journal of e-Learning, 19 (2021) 6, S.629-641 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (West, Joyce) ORCID (Malatji, Makwalete Johanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4403
Schlagwörter	Educational Technology; Technology Uses in Education; Technology Integration; Higher Education; Web Sites; Design; Educational Quality; Preservice Teacher Education; Preservice Teachers; Foreign Countries; Second Language Instruction; Program Effectiveness; Student Attitudes; 21st Century Skills; Barriers; Pedagogical Content Knowledge; Technological Literacy; Scaffolding (Teaching Technique); South Africa + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Web-Design; Quality of education; Bildungsqualität; Lehramtsstudiengang; Lehrerausbildung; Ausland; Fremdsprachenunterricht; Schülerverhalten; Pädagogische Kompetenz; Technisches Wissen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The integration of technology within higher education, specifically teacher education, has become vital in preparing pre-service teacher for the 21st-century classroom. Literature shows that the integration of technology allows students to engage deeply with content and promote authentic learning. Over two years, pre-service teachers who enrolled for a language education module at a university in South Africa were tasked with designing their own websites using Google Sites -- an online, free, collaborative, web-based application that forms part of Google's G Suite. As part of the as part website design assignment, they had to include a blog, informative text and a YouTube video explaining a language-teaching-related topic. The study was conducted from an interpretivist paradigm and an embedded mixed-methods research design. The technological pedagogical content knowledge model served as the theoretical framework. Data collected from 214 pre-service teachers revealed that the use of website design pedagogy promoted the integration of different types of knowledge domains, authentic learning and proximal development. The pre-service teachers furthermore reported that the use of website design pedagogy better prepared them for the 21st-century classroom. Challenges that the students experienced included inadequate access to the internet and problems with recording and uploading videos. This study advocates for authentic learning and scaffolding and therefore recommends that higher education institutions integrate technology holistically by adhering to the principles of the technological pedagogical content knowledge model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01