Abstract:

More than just a catastrophe, the coronavirus (COVID-19) pandemic has served as a global wake-up call to alter our worldviews and mindsets. Unsurprisingly, the pandemic has changed how we see normalcy and how we live. Students have learned the value of technology, the relevance of renewing one’s ideals, and the necessity of reflecting on their desire to complete their graduate studies through the pandemic experience. Blended learning is now essential when it comes to the implementation of education and the worldwide COVID-19 pandemic. The aim of the study is to examine online educational technologies to sustain teaching and learning in the new normal post the covid-19 pandemic. The study further intends to find innovative ways to ensure implementation of blended learning as an online educational technology for professional growth of pre-service teachers in the post pandemic era. Qualitative research approach is preferred for this study to generate data, through online discussion using Microsoft teams and zoom. This approach will push the boundaries of learning by creating opportunities for collaboration and discussions among twelve first year pre-service teachers their peers to enhance the benefit of hybrid learning. The study adopts the connectivism theory of George Siemens as a lens that underpins the study. Connectivism theory as a recent learning theory, posits that students should effectively link ideas, theories, and general knowledge. It acknowledges that technology plays a significant role in the learning process and that staying connected all the time allows us to make decisions about our learning. Additionally, it encourages group participation and conversation, allowing for many points of view when it comes to making decisions, solving problems, and understanding information. Connectivism encourages learning that takes place in institutions of higher learning environments using hybrid learning. The study draws the conclusion that, despite blended learning predating present delivery technologies, it will be compulsory linked to these technologies as they develop since they are beginning to resemble some features of how people think. These findings have implications for curriculum reformists and policy.

Keywords:

Online technologies, pre-service teachers, connectivism, curriculum approach.