Balancing the Scale: Faculty Comperacy Perceptions for Teaching Screen People within a Developing ODL Context
Abstract: The School of Continuing Teacher Education at the North-West University is a large provider of Open Distance Learning in South Africa within the specific context of a Newly Industrialized Country. This paper captures the progress of five Mathematics faculty members in their Technology Enhanced Learning competences that would enable them to become effective instructors in a multi-modal context of course delivery. The qualitative data collection strategies comprise an in-depth interview, and an observation of an ICT training event. The analyses indicate 21 qualitative codes, relating to the faculty members’ perceptions of their ICT competencies analyzed according to Stoner’s (1996) model of TEL integration. The study indicates that the participants were excited about the prospective use of learning technologies, willing to engage with new technologies, keen to acquire skills within a community of practice, but not yet competent to use learning technology fluently and effortlessly.