Utilization and Impact of Online Learning in Facilitating Engineering Graphics and Design and How the Integration of Technology Has Improved Students' Design Skills
TL;DR
The study concludes that technology should be embedded within pedagogical practice rather than treated as an optional instructional tool and recommends that teacher education programs incorporate compulsory technology integration modules throughout all four years of undergraduate study to ensure future educators are prepared to adapt to evolving technological innovations and effectively support digital teaching and learning.
Abstract
This research explores the integration of technology-enhanced approaches in the teaching and learning of Engineering Graphics and Design (EGD), with a particular focus on the technical drawing skills learners develop through digital instruction. The study examines how emerging technologies have transformed educational practices by improving learner engagement, visualization, and the acquisition of practical drawing competencies. It further highlights the importance of equipping educators with the knowledge and skills required to effectively integrate technology into classroom instruction. The research is underpinned by the Technological Pedagogical Content Knowledge (TPACK) framework, which provides a foundation for understanding the relationship between technology, pedagogy, and subject content in 21st-century education. In addition, the conceptual framework considers issues of technological inclusivity across both public and private schools, particularly during the COVID-19 lockdown in 2020, when digital learning became essential. The study draws on literature relating to Information and Communication Technology (ICT) affordances, the TPACK framework, the ADDIE instructional design model, and EGD pedagogy to demonstrate the need for South African schools to transition towards digitally enabled learning environments. The findings indicate that limited computer literacy among teachers, inadequate technological competence, and insufficient subject knowledge significantly impede the development of learners' spatial reasoning, graphical communication, and visualization skills in Grade 10 EGD. The study concludes that technology should be embedded within pedagogical practice rather than treated as an optional instructional tool. It recommends that teacher education programs incorporate compulsory technology integration modules throughout all four years of undergraduate study to ensure future educators are prepared to adapt to evolving technological innovations and effectively support digital teaching and learning.