Welcome to the InfoSci Platform
Blending Social Media, Learning Theories, and Teachers' Knowledge in Promoting Innovative Pedagogy: SA Private Higher Learning Institutions

Blending Social Media, Learning Theories, and Teachers' Knowledge in Promoting Innovative Pedagogy: SA Private Higher Learning Institutions

Austin Musundire
Copyright: © 2020 |Volume: 11 |Issue: 1 |Pages: 16
ISSN: 1947-3494|EISSN: 1947-3508|EISBN13: 9781799807216|DOI: 10.4018/IJDLDC.2020010103
Cite Article Cite Article

MLA

Musundire, Austin. "Blending Social Media, Learning Theories, and Teachers' Knowledge in Promoting Innovative Pedagogy: SA Private Higher Learning Institutions." IJDLDC vol.11, no.1 2020: pp.46-61. http://doi.org/10.4018/IJDLDC.2020010103

APA

Musundire, A. (2020). Blending Social Media, Learning Theories, and Teachers' Knowledge in Promoting Innovative Pedagogy: SA Private Higher Learning Institutions. International Journal of Digital Literacy and Digital Competence (IJDLDC), 11(1), 46-61. http://doi.org/10.4018/IJDLDC.2020010103

Chicago

Musundire, Austin. "Blending Social Media, Learning Theories, and Teachers' Knowledge in Promoting Innovative Pedagogy: SA Private Higher Learning Institutions," International Journal of Digital Literacy and Digital Competence (IJDLDC) 11, no.1: 46-61. http://doi.org/10.4018/IJDLDC.2020010103

Export Reference

Mendeley
Favorite Full-Issue Download

Abstract

This study was aimed at addressing implementation challenges associated with constant development of educational technologies including use of social media in higher institutions of learning. Results from two focus group interviews each comprising of 10 purposefully sampled facilitators/lecturers from one of the higher learning institutions of learning in the Gauteng province indicated that blending social media, learning theories, and teachers' knowledge is an effective way of promoting innovative pedagogy. Implementation of the partnership staff development model with supportive external and internal monitoring teams as additional intervention strategies ensure a complete blending of social media implementation competencies with pedagogic practices aligned to teaching and learning theories for improved scholarship of teaching learning. In conclusion, a staff development program characterised by collegiality and participation ensures an enhanced teaching and learning process.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.