Educators should harness the full potential of digital pedagogy to produce autonomous learners fit for the 21st century demands. Therefore, it is fundamental to assess digital competencies of pre-service teachers because they should be empowered to teach and produce a 21st century learner who is autonomous, intrinsically motivated, one who is a lifelong learner. A qualitative approach was utilised with semi-structured interviews to collect data from eighty (8) final year pre-service teachers at a University of Technology in South Africa. Participants were purposively selected to include four pre-service teachers training to teach in primary schools (BEd GET) and four training to teach in secondary schools (BEd FET). Technological Pedagogical Content Knowledge (TPACK) framework was employed to assess pre-service teachers’ digital technological competencies. TPACK constructs were used to formulate interview questions. For robust, rigor and replicability of results data was coded, and themes were developed using thematic analysis. It was found out that pre-service teachers possess good technological knowledge but lack pedagogical knowledge to promote autonomous learning. It is recommended that Initial Teacher Education (ITE) should integrate digital pedagogy into their programmes and prepare the 21st century teachers with appropriate digital strategies to produce autonomous learners. Education as a vehicle for personal development and self-actualisation should provide tools that equip learners with autonomous learning. Autonomous learning does not only improve education results but also influences future career development.

Authors:
Beatrice Ngulube, Tshwane University of Technology, South Africa

About the Presenter(s)
Dr Beatrice Ngulube is a University Assistant Professor/Lecturer at Tshwane University of Technology in South Africa

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