Assisting teacher educators with constructive technology integration into curriculum delivery in the 21st Century.

This study analyses how teacher educators integrate technology into curriculum delivery and hence propose ways of assisting them to use the technologies into their teaching in a constructive manner. The conceptual model to understand the teacher educators’ technology integration was developed by combining constructivist teaching theory with Technological, Pedagogical and Content Knowledge (TPACK) complimented with Substitution Augmentation Modification Redefinition (SAMR) – both technology integration frameworks and the theory of constructivism. The researchers employed a qualitative research approach, gathered data using one-on-one semi-structured interviews and non-participant lecture observations. Eight teacher educators participated in the study. Analysis of the data collected shows that teacher educators in the study were limited in their knowledge of integrating technology into curriculum delivery in a way that enhanced teaching learning outcomes. The teacher educators need to be assisted on how to integrate the technologies following a constructivist approach to teach effectively in the 21st century.