An investigation into factors enabling and constraining the successful integration of learning technologies within lecturers' teaching practices: A case of two faculties at a South African university

Marozhe, Lovejoy

An investigation into factors enabling and constraining the successful integration of learning technologies within lecturers' teaching practices: A case of two faculties at a South African university

Thesis / Dissertation

2026

Publisher

University of Cape Town

Department

School of Education

Faculty

Faculty of Humanities

Abstract

This study examines factors influencing the integration of learning technologies into teaching practices at two faculties of a South African university, guided by the SITES 2006 conceptual framework. It explores enabling and constraining factors at institutional, faculty, and lecturer levels, as well as the impact of student characteristics on technology adoption. Using a relativist ontological social constructivist epistemology and mixed-methods design, data were collected through a questionnaire of 53 respondents and 13 follow-up interviews. Key enablers included institutional vision, a supportive Centre for Learning Technologies (CLT), a robust Learner Management System (LMS), professional development, and facultylevel resources like a dedicated studio and learning technologies team. Lecturers' personal interest and time-saving benefits also supported adoption, with demographics like age and gender showing no significant impact. Students were found to have good digital access, skills, and enthusiasm for new technologies. Constraints included lack of input in institutional policies, time limitations, fear of technology, and difficulty keeping pace with technological changes. Students rarely proposed new technologies. Despite challenges, both faculties effectively supported lecturers, enhancing teaching, learning, and assessment (TLA) quality. Notably, one faculty's dedicated team significantly facilitated integration, offering a potential model for others. The study highlights a systemic, context-sensitive approach to technology integration. It contributes to knowledge of educational technology in the Global South and provides actionable recommendations for stakeholders to optimize technology's pedagogical potential.

Keywords

learning technologies

teaching practices

Reference:

Collections

Masters

Full item page