Computer tools Fourth industrial revolution (4IR) Information and communication technology (ICT)Technological pedagogical educational psychology content domain (TPEPCD) Technology integration models.
Contribution/Originality:The primary contribution of this study is to encourage policy makers, educational planners and the South African Department of Basic Education, in particular to adopt proactive and practical measures to enhance teachers' professional repertoire in the wake of digital technologies and trends of the 4IR.Furthermore, these findings hint at the contingent global educational trends and suggest Education and e-Learning policymakers how to make decisions from an informed perspective.
INTRODUCTIONUse of computer tools has made the world 'smaller' as teachers can reach out to several learners all over the world through virtual classrooms by a mere click of the computer button. Jantjies and Joy (2016) stated that the use of computer technology has become an important aspect of the teaching and learning process across the world.Effective computer usage allows learners to stay focused on given tasks as it promotes learning through multiple ways (Edutopia, 2014). Similarly, Eristi, Kurt, and Dindar (2012) emphasize that "learning, supported with activities which address more than one sensory organ" enhances learner-motivation and engagement thus leading to
Contribution/Originality: This study helps to unveil the current pedagogical practices in enabling, and/or constraining, authentic instruction and learner-academic achievements in the wake of the 4IR world of work requirements. It further proposes the new pedagogical framework towards enhancing judicious and contingent guidance on educational practices during the 21st century era's unforeseen challenges surfacing due to the everchanging ubiquitous digital technologies pervading socioeconomic and educational platforms the world over. 1. INTRODUCTION Current socioeconomic demands and challenges posed by the fourth industrial revolution (Lesufi, 2017) requires an altogether new paradigm shift in our education systems. In corroboration, Goodwin (2019) propounded that shifts in pedagogical practices are necessary in alignment with pervasive digital technology in the interest of the changing times. With regard to these enlightenments, pedagogical strategies for teaching and learning have to transform alongside digitization as technology proved to be equally influential and pervading all spheres of our
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