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Qualitative research examines tablet use as instructional tools in a South African university over one year before semi-structured interviews, plus observation during CoP engagement and classroom practice. Thematic analysis shows the CoP builds confidence and integration skills while bridging theory and practice, but student learning was constrained by inadequate ICT tools. Results inform context- and subject-specific DBR programs for sustainable training.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/design-based-approach-to-technology-innovation-teacher-educators-experiences-with-tablets-as-instructional-tools-in-south-africa/600387/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/design-based-approach-to-technology-innovation-teacher-educators-experiences-with-tablets-as-instructional-tools-in-south-africa/600387.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main purpose?","Question",{"text":112,"@type":113},"The study investigates the affordance of design-based research (DBR) combined with a community of practice (CoP) framework to mitigate context-based technology integration challenges and support professional development in teacher education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"Teacher educators (n=10) in one South African university were given tablets for about a year, then participated in semi-structured interviews, with additional observation of their engagement in the CoP and classroom practice.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings after thematic analysis?",{"text":121,"@type":113},"The CoP provided space for teacher educators to improve confidence and technology integration skills, and the combination of DBR and CoP helped bridge theory and practice. However, student learning engagements were limited by inadequate ICT tools.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600387,1792119048,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","OPEN ACCESS  \nResearch Article  \nContemporary Educational Technology, 2024, 16(3), ep520 ISSN: 1309-517X (Online)  \nDesign-based approach to technology innovation: Teacher educators’ experiences with tablets as instructional tools in South Africa  \nThuthukile Jita 1  \n 0000-0002-1173-5251  \nAlice Dhliwayo 1*  \n 0000-0002-0753-8239  \n1 University of the Free State, Bloemfontein, SOUTH AFRICA  \n* [Corresponding author:](Corresponding author: Dhliwayo.A@ufs.ac.za)[ Dhliwayo.A@ufs.ac.za](Corresponding author: Dhliwayo.A@ufs.ac.za)  \nCitation: Jita, T., & Dhliwayo, A. (2024) . Design-based approach to technology innovation: Teacher educators’ experiences with tablets as instructional tools in South Africa. Contemporary Educational Technology, 16(3), ep520 .  \n[https://doi.org/10.30935/cedtech/14850](https://doi.org/10.30935/cedtech/14850)  \nARTICLE INFO ABSTRACT  \n\n| Received: 3 Apr 2024\u003Cbr>Accepted: 15 Jun 2024\u003Cbr>INTRODUCTION | The role of higher education in improving educational practices and access through research in technology innovations across the wider spectrum of schooling has especially increased in the information driven 21st century lifestyle. Pre-service teacher training plays a significant role in this transformation. For South Africa, research in technology integration has not provided requisite skills for teacher educators to bring about this envisaged transformation. The purpose of this study is to investigate the affordance of the design-based research (DBR) when combined with community of practice (CoP) framework in mitigating context-based technology integration related challenges and professional development in teacher education through the social learning theory. The qualitative paper explores the experiences teacher educators had of using tablets in a DBR as technology integration tools for contextual pedagogical practices. Teacher educators (n = 10), in one university in South Africa were given tablets to use over a year before they responded to semi-structured interviews about their experiences and were also observed as they engaged in both the CoP and in classroom practice. After a thematic analysis, the main results were that the CoP provided space for teacher educators to improve their confidence and technology integration skills. The combination of DBR and the CoP was found to be complementary in bridging the gap between theory and practice for teacher educators. The CoP provided the much needed safe space for professional growth and confidence building for teacher educators. However, learning engagements were limited by inadequacy of ICT tools for the students. In light of this, the implication of the study is that professional development plans for teacher educators in technology integration skills must be context based and subject specific through DBR programs for practical results and sustainability.\u003Cbr>Keywords: community of practice, design-based research, pedagogical practices, modelling, professional development, tablet |\n| --- | --- |\n\nThe world has seen a tremendous shift from traditional models towards integration of information and communication technologies (ICT) in education. This use for education is increasingly becoming the normacross the globe, especially after COVID-19 (Pedagoo, 2020; Rangel-Pérez et al., 2021; Velchik, 2020) . A corresponding response from scholars in the form of massive researches in both the types of ICT tools and their benefits for the classroom are at stakeholders’ disposal for all levels of education (Kim et al., 2019; Ndume et al., 2021; Omoso & Odindo, 2020; Rossouw & Goldman, 2023; Winstead, 2022) . Higher education is seen as the logical place for such innovations as they prepare pre-service teachers who will eventually effect these changes across educational levels when they join the world of work. While these innovations with ICT  \nare taking place in the generality of world classrooms, research from sub-Saharan Africa is reporting otherwise (Barasa, 202","cbCaii7106ofarbW","https://ap.wps.com/l/cbCaii7106ofarbW","pdf",275300,16,"English","# Introduction\n## Study purpose and approach\n## Participants and data collection\n## Findings: CoP support and skill development\n## Limitations and implications","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"The study investigates the affordance of design-based research (DBR) combined with a community of practice (CoP) framework to mitigate context-based technology integration challenges and support professional development in teacher education.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"Teacher educators (n=10) in one South African university were given tablets for about a year, then participated in semi-structured interviews, with additional observation of their engagement in the CoP and classroom practice.\"},{\"question\":\"What were the main findings after thematic analysis?\",\"answer\":\"The CoP provided space for teacher educators to improve confidence and technology integration skills, and the combination of DBR and CoP helped bridge theory and practice. However, student learning engagements were limited by inadequate ICT tools.\"}]","Design-based approach to technology innovation: Teacher educators’ experiences with tablets as instructional tools in South Africa | PDF",1792090588]