A teacher educator’s experience in enhancing teaching and learning through digital literacy in a BEd undergraduate classroom

Abstract

This paper explores the research journey of a teacher-educator striving to enhance digital literacy within a Bachelor of Education (BEd) undergraduate programme. The rapid digitalisation of education, particularly in the post-pandemic era, has introduced both opportunities and challenges. In response, Stellenbosch University implemented the Augmented Remote Teaching, Learning, and Assessment (ARTLA) model, a differentiated teaching approach that integrates in-person sessions with online learning to ensure flexibility across diverse academic contexts.

Grounded in a critical emancipatory research framework, this qualitative study investigates the teacher-educator’s engagement with digital knowledge to improve teaching and learning. The main research question guiding this inquiry is: How did I, as a teacher-educator, set out to improve my teaching and learning through digital literacy within my BEd undergraduate classroom? The study employs multiple data collection methods, including field notes, questionnaires, semi-structured interviews, and a focus group session.

Findings reveal that online teaching fosters active and engaged learning among students. However, challenges such as technological barriers and unequal access to digital resources underscore the persistent digital divide. Despite these obstacles, the action research project has positively influenced teaching and learning within the selected module, highlighting the ongoing need for collaborative efforts between educators and students to refine digital teaching practices. The study also emphasises the delicate balance between traditional pedagogical methods and the imperative shift towards digital methodologies. Through continuous adaptation, self-reflection, and student feedback, the teacher-educator’s journey aligns with the institution’s broader digital transformation and vision for 2040. Ultimately, this research reinforces the importance of professional development and action research in fostering effective digital teaching and learning strategies.