University Lecturers' Experiences With Technology Integration Into Teacher Education Post Covid-19 Pandemic

Abstract

In this study, technology integration into teacher education post COVID-19 pandemic was explored from the perspectives of lecturers from selected Southern African universities. The study used a qualitative research approach and a multiple case study design. Two Southern African universities, in South Africa and Eswatini, the researchers' places of work, were conveniently chosen to be the research sites in this study. A purposeful sample of lecturers involved in teacher education participated in this study. Data were generated through, open-ended questionnaire completed by nine lecturers, and a focus group discussion with 12 participants, which included lecturers from both institutes. Thematic analysis was used to analyse the data collected from the study's participants. The study's conclusions show that lecturers from both universities experienced a change in instruction delivery compelled by the prevailing COVID-19 pandemic which made the physical environment in universities not suitable for face-to-face but online instruction where technology had to be integrated into teacher education. The study concludes that lecturers experienced a new norm as universities formed policies to ensure that technology is included in teacher education. The study also concluded that lecturers had limited knowledge, pointing to the need for training on the needed knowledge domains to integrate technology into teacher education. The study also concludes that the universities understudy offered some digital gadgets and internet connectivity for lecturers to using, especially while on campus. However, internet access would be limited when lecturers leave the campuses, with institution A failing to provide data for off-campus use while institute B did so, but load-shedding was one of the problems in the nation where institute B is located.