Did the impact of imposed course structure change lead to positive outcomes for lecturers and students?

Abstract

Dissatisfaction with an ICT (Information and Communication Technology) course for secondary pre-service teachers was the catalyst for this research study. Problems identified included the tension present while striving to meet the skills’ needs of pre-service teachers with varying ability and time spent (or lack of it) on developing pedagogical understanding of their curriculum. Reflection and discussion on the question led to a major change in our teaching methodology, which was to include technological pedagogical content knowledge (TPCK) as a theoretical framework. The impact of the mandated changes on us and the course we developed was ultimately positive. We began to work together as a community as we grappled with the challenges thrust upon us. We instigated changes that resulted in positive outcomes not only for us but (more importantly) for our students.