Online Learning and Educational Technology and Skills: Implications for Post-Graduate Certificate (PGCE) students at the University of Eswatini

Peles L. Biswalo
University of Eswatini
Email: pbiswalo07@gmail.com

Abstract: This paper explores the contribution that educational technologies make to facilitate efficient teaching and learning among Post-Graduate Certificate in Education (PGCE) students in the Kingdom of Eswatini. The study addressed two objectives:1). To identify knowledge levels among PGCE students on the application of educational technology and skills used in teaching and learning and; 2). To establish better ways of delivering the course to prospective teachers in online learning environments. The technology enhanced learning environments (TELEs) frameworks grounds the study. A mixed method approach was used. A questionnaire with both closed and open-ended questions was employed on a conveniently sampled group of (how many) PGCE students. Data analysis employed Google form for quantitative data while qualitative data were thematically analysed. The results of the study revealed mixed responses on the use or application of educational technologies. A total of 68% knew what educational technologies were. Twenty (20%) thought that real materials are not educational technologies while 7% thought models are not educational technologies. To the contrary, two (2%) thought (chart) and 1% (poster) were not instructional technologies. Additionally, 79% disagreed that a whiteboard is the same as an interactive whiteboard while 21% said they were the same. The study therefore recommends thus: a) extensive exposure of prospective teachers to classroom-based instructional/media technologies; b) PGCE curriculum review that includes more practical use of media technology.