Innovations in online teaching and learning: Case studies of teacher educators from South Africa during the COVID-19 era

Volume editor
Judah P Makonye
Volume editor
Nokulunga S Ndlovu


This book’s research focuses on online pedagogical approaches devised by teacher educators and researchers to circumvent face-to-face curriculum delivery during the COVID-19 pandemic. The challenge faced by educators was that they were uncertain of how to use digital technologies in teaching, learning and assessment productively. This book reports on case studies on teaching student teachers with technology in a way that advances communication and students’ cognitive growth concerning disciplinary knowledge. The scholars from South African universities used both conceptual and empirical methodologies, mostly in qualitative set-ups.

The scholarly contributions in this book are varied. They cover theoretical nuances for ICT use in education, considerations for the use of computers in the classroom, pedagogical thinking and pedagogical integration of ICTs in education, affordances of iPads in visible teaching and learning, supporting student cognition in languages, mathematics, science, engineering graphics and design with ICTs. The use of software applications such as GeoGebra and Excel in teaching and learning mathematics is researched, among others.

The rich discussions that emerged from their research enable academics to learn from ‘others’ innovative moments resulting from pandemic pressure. The recommendations in this book can be used in blended learning beyond the COVID-19 era, as curriculum delivery methods are bound to change. The value of this book is that it reports on pedagogical innovations in using digital technologies in teacher education. Researchers and scholars can learn from this book how to deal with our time’s compelling teaching and learning problem: How can the use of digital technology transform teaching and learning in general and teacher education in particular?


  • Chapter 1
    Computers in the classroom: What informs what we teach the teachers?
    Ian Moll
  • Chapter 2
    Computers and care? How can ICT integration help to build supportive PLC in ITE?
    Najma Aghardien
  • Chapter 3
    The praxis of critical digital pedagogic practices in initial teacher education
    Nazira Hoosen
  • Chapter 4
    The missing links in South Africa’s quest for pedagogical integration of ICTs in schools: Implications for e-education and initial teacher education
    Danbaba M Na-Allah, Thabisile Nkambule
  • Chapter 5
    Teacher educators’ pedagogical thinking in an ERTL programme: The case of two higher education institutions
    Colwyn Martin, Preya Pillay, Melanie Martin, Sibhekinkosi A Nkomo
  • Chapter 6
    The affordances of iPads for pupils, teachers and teacher educators in the documentation of visible learning and teaching
    Nelisiwe Phakathi, Ian Moll
  • Chapter 7
    A constructionist approach of ICTs in learning and assessment: Students’ perspectives
    Mari van Wyk, Kimera Moodley
  • Chapter 8
    The effect of teacher professional development in the adoption of ICT in teacher practices in Gauteng province
    Handson F Mlotshwa, Nokulunga S Ndlovu, Brian Nyandoro
  • Chapter 9
    Mathematics teacher educators’ use of virtual tools in lecture delivery
    Judah P Makonye
  • Chapter 10
    Improving students’ understanding of geometry concepts through dynamic geometry computer software
    Folake M Adelabu, Moses Makgato, Sylvia M Ramaligela
  • Chapter 11
    Microsoft Excel: A promising tool for teaching basic descriptive statistics in initial teacher-training institutions
    Alton Dewa
  • Chapter 12
    The effectiveness of selective visible thinking tools in developing online critical thinking in first-year Chemistry preservice teachers
    Belinda van der Westhuizen
  • Chapter 13
    Effective online pedagogical practices in an ICT literacy course for first-year preservice teachers lacking computer skills
    Nokulunga S Ndlovu
  • Chapter 14
    Preservice teachers’ challenges in the integration of information and communication technology in Engineering Graphics and Design: A spotlight on sectional drawing
    Samuel D Khoza
  • Chapter 15
    Supporting student cognition of scientific knowledge through multilingual e-learning pedagogy
    Erasmos Charamba, Tarsisio Nyatsanza
  • Chapter 16
    Evidence of using digital stories as a pedagogy for isiXhosa second additional language Learning
    Nonhlanhla Shandu-Omukunyi
  • Chapter 17
    The many voices of the ‘digital turn’: Four lines of inquiry into education and the digital in post-COVID-19 South Africa
    Maria Prozesky


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