Abstract:

The purpose of this study was to investigate lecturers’ technological knowledge toward the teaching of student teachers at a study university of technology in the school of education in South Africa. The participants were 37 lecturers from four departments. They were 25 (67.6%) females and 12 (32.4%) males. The question posed in this study was: To what extent does the lectures’ technological knowledge impacts on the teaching of student teachers in the school of education? In order to answer this question, the mixed method was used. Qualitative data was collected by means of semi-structured individual interviews. Quantitative data were collected online with the aid of Technological knowledge, Technological pedagogical knowledge, Technological content knowledge as well as Technological pedagogical content knowledge of the TPACK framework. Qualitative data were analysed using Atlas. ti and quantitative data were analysed using SPSS. The reliability of a TPACK instrument was computed by a Cronbach’s alpha, α values range between .81 and .92. For the content validity the Kaiser- Meyer-Oklin and Bartlett’s test of sphericity were computed. The results show that less than half 48.6% of the teachers can create opportunities for students to collaborate online to produce project work. Furthermore, the findings revealed that some of the participants did not attend workshops on technology integration for teaching and learning. It is crucial the university makes it compulsory for lecturers to attend the in-service training on the incorporation of technology in their teaching practices.

Keywords:

Technological knowledge, lecturers, teaching, student teachers, higher education.