Abstract:
The combination of digital technologies and the focus on student-centred learning, enable the integration of pedagogical methods with the effective use of technology. This integration required educators to meaningfully engage with educational technologies as it is deployed across all aspects of teaching and learning such as teaching techniques, delivery methods and learning solutions. Furthermore, mechanisms are required to establish priority for professional development for educators in order to increase efficacy of teaching and learning design. Therefore, the purpose of this interpretive case study was to identify the key considerations that educators think through in order to achieve computer integrated education design. In addition, to create a development priority and roadmap, the key considerations were mapped to the taxonomy of blended learning design. Data was collected via 13 semi-structured interviews from the case study institution, a private school operating in South Africa. Through an automated analysis process, 30 concepts and 12 themes were identified. The primary areas identified for the case study institution to attend to relate to two taxonomy areas, namely attitudes and beliefs (educator judgement relating to the use of technology by students/learners) and contextual determinants (policy, affordability, skills determinants).
