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Enablements and Constraints in the Uptake of Digital Technologies for Teaching and Learning: Implications for the Development of Digital Literacies

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  • Nomathemba Faustinah Ngcobo

    (University of Pretoria, South Africa)

Abstract

In South African higher education, institutions are exploring pedagogical practices of dealing with a multiple number of emerging technologies. Though the use of educational technologies is an established practice in higher education institutions, its uptake seems to be varied. This chapter draws on a study of educational technologies (EdTechs) in different institutions within the South African higher education context to identify how various academic staff development units (for example, instructional designers in e-learning units) empower academics to integrate technologies in teaching and learning practices. In this chapter, the author analysed data by drawing on Archer's (1995) social realist framework. Data was obtained from an online survey (open-ended questionnaire) and interviews The findings from both data phases reveal a strong call for more theorised approaches in the use of EdTechs to promote digital literacies. In addition, academic development activities were valued as a driver to the uptake of these technologies.

Suggested Citation

  • Nomathemba Faustinah Ngcobo, 2022. "Enablements and Constraints in the Uptake of Digital Technologies for Teaching and Learning: Implications for the Development of Digital Literacies," International Journal of Mobile and Blended Learning (IJMBL), IGI Global, vol. 14(3), pages 1-14, July.
    • Handle: RePEc:igg:jmbl00:v:14:y:2022:i:3:p:1-14
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    References listed on IDEAS

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    1. Jessica Katherine Frawley & Laurel Evelyn Dyson, 2018. "Literacies and Learning in Motion: Meaning Making and Transformation in a Community Mobile Storytelling Project," International Journal of Mobile and Blended Learning (IJMBL), IGI Global, vol. 10(4), pages 52-72, October.
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