Research Article
Gary Wayne Collins
CONT ED TECHNOLOGY, Volume 18, Issue 4, Article No: ep700
ABSTRACT
This study investigates how a structured “paper-first” approach can support cognitive engagement during artificial intelligence (AI)-assisted academic work in higher education. Growing reliance on generative AI has increased concerns about surface-level learning, trial-and-error prompting, and reduced student ownership of academic writing. Using a two-year design-based research approach involving nine iterative cycles, the study developed and refined a framework that required students to construct manual logic diagrams before engaging with AI tools and expert system environments. Participants included a six-member interdisciplinary design team and 150 communication for academic purposes students from the faculty of information and communications technology at a South African university. Data were collected through iterative observations and focus group interviews and analyzed using grounded theory and constant comparative analysis. Findings indicate that the framework supported more structured reasoning, reduced inefficient prompting behaviors, and improved students’ ability to identify weaknesses in their own arguments before digital interaction. Students also reported increased confidence and greater ownership of their academic work. The study argues that structured pre-AI planning activities can strengthen critical thinking and academic literacy by positioning AI as a support tool rather than a substitute for cognitive effort. The findings contribute practical guidance for educators seeking to integrate AI into higher education while preserving student agency and deep learning.
Keywords: generative AI, academic literacy, design-based research, cognitive agency, higher education, AI-supported learning
Research Article
Thuthukile Jita, Alice Dhliwayo
CONT ED TECHNOLOGY, Volume 16, Issue 3, Article No: ep520
ABSTRACT
The role of higher education in improving educational practices and access through research in technology innovations across the wider spectrum of schooling has especially increased in the information driven 21st century lifestyle. Pre-service teacher training plays a significant role in this transformation. For South Africa, research in technology integration has not provided requisite skills for teacher educators to bring about this envisaged transformation. The purpose of this study is to investigate the affordance of the design-based research (DBR) when combined with community of practice (CoP) framework in mitigating context-based technology integration related challenges and professional development in teacher education through the social learning theory. The qualitative paper explores the experiences teacher educators had of using tablets in a DBR as technology integration tools for contextual pedagogical practices. Teacher educators (n = 10), in one university in South Africa were given tablets to use over a year before they responded to semi-structured interviews about their experiences and were also observed as they engaged in both the CoP and in classroom practice. After a thematic analysis, the main results were that the CoP provided space for teacher educators to improve their confidence and technology integration skills. The combination of DBR and the CoP was found to be complementary in bridging the gap between theory and practice for teacher educators. The CoP provided the much needed safe space for professional growth and confidence building for teacher educators. However, learning engagements were limited by inadequacy of ICT tools for the students. In light of this, the implication of the study is that professional development plans for teacher educators in technology integration skills must be context based and subject specific through DBR programs for practical results and sustainability.
Keywords: community of practice, design-based research, pedagogical practices, modelling, professional development, tablet
Research Article
Olgun Sadik
CONT ED TECHNOLOGY, Volume 13, Issue 1, Article No: ep285
ABSTRACT
This research was designed and conducted considering the theoretical and practical suggestions of design-based research (DBR) methodology and aimed to identify and address problems in a one-semester technology integration course at a Midwest university in the US. Community of practice (CoP) was used as the theoretical framework in this research to design and implement interventions, and improve the quality of the course. The researcher observed a community of teacher educators and aimed to make suggestions for building successful strategies for communities of practice in similar contexts. The study results showcased the connection between pedagogy, content and technology as an important theme for preparing future teachers in technology integration courses but also in all the teacher education courses. Furthermore, aligned with the previous literature, pre-service teachers’ beliefs and confidence were identified as important conditions for effective technology integration. CoP was found as a challenging but helpful model when all the members share ideas in a supportive and balanced environment. An experienced member of the community acting as a moderator and facilitating the discussions was helpful to address the communication issues in a community of teacher educators.
Keywords: community of practice, design-based research, teacher education, technology integration