Abstract:

Learner centered approaches where teachers shall facilitate learning are important in any teaching context. This promotes conducive classrooms where there is active student engagement during teaching and learning to acquire and transfer skills. However, class size poses challenges in enhancing such collaborations. Students with diverse academic capabilities experience more challenges. However, the intervention of technology created opportunities for students to engage in the learning process even beyond the classroom. This encouraged student engagement, transform pedagogy and enhance the monitoring of student progress and devise intervention strategies for those affected. This paper examined how to integrate ICT in teacher education programme, particularly in large classes to ensure that students are engaged in their learning. This paper adopted TPACK model and engagement theory. The TPACK model emphasizes on the interaction of three main components, i.e. content, pedagogy and technology. This model was suitable because ICT integration requires technological knowledge, content knowledge, methods used to deliver content and devise means of engaging students during teaching and learning using technology. Engagement theory was also adopted as the theory that creates a platform on how to integrate technology to engage students. This theory emanates from a constructivist and problem based learning perspective that believe in interaction among learners as they meaningfully engage in learning activities. This theory promotes student involvement in the learning process. The study adopted mixed methods approach that combine both quantitative and qualitative approaches. Post positivism paradigm was used and sequential explanatory mixed methods design were adopted. Students enrolled for teacher education programme in one South African institution were participants of the study. For quantitative data, 250 students randomly selected for the study were given questionnaires. While, for qualitative data 40 learners were purposively selected. Focus group discussions were conducted with the selected 40 students, and 4 focus groups were formed according to their areas of specialization (Commerce, Agriculture and Life Science, Mathematics and Science and Social Sciences and Humanities). The findings reveal that students acknowledge the importance of technology in teaching and learning as it encourages collaborations with peers and lecturers even beyond the lecture room. However, the study also found that there are challenges that compromise the effective integration of technology in teaching and learning process. For example, weak and unavailable wi-fi for lecture halls and residences, inadequate preparation of students for learning platforms, inadequate resources, etc. The study recommends that, resources that promote blended learning be made available. In addition, train students and lecturers for the integration. Lastly, the University management must ensure that integration of technology is compulsory for all courses offered and best lecturers be awarded for good practice to

Keywords:

Blended learning, Class size, Collaboration, e-learning, Engagement, Information and Communications Technology, Innovation, Learner-centred, Pedagogy, Teacher education, Wi-fi.