Abstract
Preparing pre-service teachers to teach in a technology driven world requires them to gain digital competencies to face the challenges of the 21st century. However, Universities in South Africa are governed by policy dictates of Minimum Requirements for Teacher Education Qualifications (MRTEQ), which limits WIL to being school-based only. This conceptual paper focuses on how technological packages can be included in the work-integrated learning (WIL) program. This paper identifies and outlines how WIL can be transferred into digital practices. The review of relevant literature and case studies from COVID-19 studies are analyzed using document analysis to highlight the digital competencies necessary for a technology driven WIL. We also analyze a two-week online programme that was used during COVID-19 to show how WIL can be completed without having students going to schools. The study is framed within the TPACK (Technological pedagogical content knowledge) framework. The findings reveal that there is a need to include technology as being part of the WIL program to ensure students are technologically savvy when they teach. The results affirm that there is a need for a technologically driven WIL combined with the online program; and its unique design can empower pre-service students to become digitally competent to teach using digital tools.
Presenters
Nageshwari Pam MoodleyStudent, PhD, University of the Witwatersrand, Gauteng, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Work-integrated learning, Technological Pedagogical Content Knowledge, Fourth Industrial Revolution, Online
