THE TRANSFORMATION OF DIGITAL TECHNOLOGY FOR ENHANCING INTERACTIVITY AND COMMUNICATION IN TEACHER EDUCATION IN SELECTED SOUTHERN AFRICAN HIGHER EDUCATION INSTITUTIONS

Abstract

The advancement of technology has significantly transformed the landscape of education, including teacher education in higher education institutions. This study explores how digital technology has transformed to enhance interactivity and communication in teacher education. A qualitative research methodology was conducted in two higher education institutions that were purposely chosen and offered teacher education, one in South Africa and the other in the Kingdom of Eswatini. Twenty-eight participants in both higher education institutions comprising Heads of Departments (HODs) and lecturers took part in the study. The data was gathered through online questionnaires, internet interviews, and focus group discussions. The findings of the study reveal that there was a transformation from overhead projectors and chalkboards to electronic projectors and whiteboards in lesson delivery. There has been a transformation from the use of traditional face-to-face interactions during lectures, seminars, and office hours, as well as written communication through postal mail, memos, and official letters to Learning Management Systems (LMSs), such as Moodle platform. The study concludes that the transformation of digital technology in teacher education is hindered by inadequate updates to existing digital resources and limited digital skills among educators, impeding the full utilisation of these tools. Unequal access to reliable technology exacerbates the digital divide and creates barriers to the effective transformation of digital technology. The study recommends prioritisation of updating and upgrading digital resources, providing comprehensive training and support to trainee teachers, and increasing funding for transforming digital education, bridging the digital divide to technology, by ensuring equal access to technology and promoting collaboration among educators for sharing the best practices in transforming digital technology in teacher education.

KEYWORDS: Technology, teacher education, interactivity, communication, digital transformation.

______________________ CORRESPONDING AUTHOR: Sithulisile Bhebhe. University of Eswatini. Email: sbhebhe@uniswa.sz