ENHANCING TEACHING AND LEARNING WITH TECHNOLOGY

The institutional technologies have given them 9a pervasive and elevated status in higher education. However, despite the belief by many that technology can transform teaching and learning, its use is still mainly low-level uploading lecture resources and keeping track of student assignment submissions. In the high-pressured and performance-based university environment, not all lecturers are able to find the time to explore the potential of educational technology to engage students while enhancing learning, assessment of students’ work, and evaluation of teaching and courses. The challenges of educational technology use are further compounded by its economic status as a developing country, as well as the “the damaging legacy of colonialism and apartheid” (Grant, 2014, p. 522). This legacy, which threatens to impede the effective and sustainable use of educational technology, is evidenced by poor internet access in some universities, scarce educational technology support expertise, the lofty aspiration to use educational technology to open up access for previously marginalised groups (Ssekakubo, Suleman, & Marsden, 2011) and a lack of an educational technology policy at the national level (Czerniewicz, Ravjee, & Mlitwa, 2006).