NAVIGATING PEDAGOGY-TECHNOLOGY INTEGRATION: INSIGHTS FROM TEACHER DEVELOPMENT PROGRAMS AT ZIMBABWE OPEN UNIVERSITY
Abstract
This study explores the integration of pedagogy and technology within teacher development programs at Zimbabwe Open University (ZOU), shedding light on practices and addressing associated issues. With technology becoming increasingly pervasive in education, understanding how pedagogy and technology intersect is crucial for effective teacher training. Through qualitative analysis and empirical insights, this research elucidates the strategies, challenges, and successes encountered in integrating pedagogy and technology at ZOU. The findings offer valuable insights for educators, policymakers, and institutions navigating the complexities of technology-enhanced pedagogy in teacher development.
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