Abstract:

The teaching profession is evolving very rapidly with emphasis on learner centred approach being at the fore of training and development of pre-service teachers. Thus, the call for interactive learning environment using emerging Information and Communications Technology (ICT). However, sustainability of ICT integration has been an issue of concern to many lecturers involved in pre-service teacher education. The study therefore, took a critical reflection on digital technology integration sustainability strategies adopted by lecturers of pre-service teacher education programmes in a university. An interpretivist paradigm underpinned the qualitative research approach methodology, utilizing open-ended questionnaire and follow-up semi-structured interviews as data gathering techniques. With a population of 28 pre-service teacher education lecturers in the Faculty of Education, 15 were purposive sampled and participated in the study. Thematic data analysis procedure was followed in identifying the emerged themes thus, provided for a descriptive landscape of ICT integration in teacher education. The data revealed that lecturers adopted e-learning virtual platforms such as “zoom”, “Microsoft teams” and “Moodle” to interact with students, make use of software (MATLAB, simulation etc.) resources to conceptualise challenging phenomenon. Furthermore, lecturers used social conversational platform (WhatsApp) to engage students in academic conversations, discussions and forums. The participants acknowledged that integrating ICT supported constant engagement with students for knowledge construction and development. On the contrary, lecturers claimed lack of resources (modern computers, software and insufficient data) and continual professional development as hindrances to match the dynamic evolving digital technology environment. The study recommends continual support (resources, professional development) for lecturers as the mainstay of sustainable integration of ICT in the learning milieu. Furthermore, training programmes should also focus on Technology Pedagogical Content Knowledge development to enhance quality online teaching and learning.

Keywords:

Teacher education, pre-service teachers, Information and Communication Technology, digital technology, professional development.