Abstract
In the 4th Industrial Revolution (4IR), active learning in education is advocated for globally, however, empirical studies still point to traditional lecturing dominating the higher education space. The acceptance of educational technology by lecturers is crucial for its effective implementation. The 4IR has made the integration of educational technology a global priority. In South Africa, the White Paper on e- Education aims to implement educational technology across all educational institutions (Department of Education, 2004). However, South African teachers are not fully prepared to adopt digital technology for educational purposes (Oke & Fernandes, 2020). This study adopted a qualitative approach to investigate lecturers' experiences with educational technology in delivering STEM curricula at a private higher education institution (HEI). The study aimed to understand lecturers' beliefs, attitudes, and acceptance of educational technology, which significantly affected pre- service teacher training and the overall effectiveness of STEM education. A thematic approach was used to analyse qualitative questionnaire along with semi-structures interviews. The findings of this study suggest that a lack of knowledge and skills hinders some lecturers' acceptance and implementation of educational technology, with continuous support and training positively influencing acceptance, especially among older participants. Infrastructure issues like loadshedding and connectivity also pose challenges. While participants recognise the benefits of educational technology for theoretical STEM curriculum enhancement, it cannot fully replace hands-on STEM activities, and opinions on its pedagogical support are mixed.
Keywords: Educational Technology, Higher Education, STEM Curricula, Technology Acceptance Model (TAM), Work-Integrated Learning (WIL).