Digital Technology Integration in Engineering Graphics Design Instructional Practices: A case of One South African University
Keywords:
Digital technology; Engineering Graphics and Design; integration; instructional processAbstract
The advent of digital technology has instigated numerous modifications in the educational scene, especially in Engineering Graphics Design (EGD) instruction and learning. This study aimed to investigate the implementation of digital technology in EGD educational methods. To accomplish this purpose, the study investigated how digital technologies are integrated into EGD instructional strategies, identifying specific digital tools or software used to improve EGD teaching and outlining how these digital tools contribute to the learning process. Qualitative data was collected by conducting face-to-face semi-structured interviews with four EGD lecturers at a specific South African university. The gathered data underwent thematic analysis, utilising qualitative data analysis which found patterns, subjects, and categories through iterative code development. The study found that basic technology devices such as cell phones, laptop computers, photocopiers, and numerous other software are only half utilised. The research also found that these digital tools are primarily employed for information sharing rather than for interactive purposes, with lecturers citing inadequate infrastructure, low network coverage, and socioeconomic factors. The study suggests that educational institutions should; make investments in technological infrastructure, offer lecturers focused professional development, and guarantee access to essential digital tools to fully benefit from digital technology in EGD learning and teaching. By addressing these issues, instructors can successfully use digital resources to improve the students' technical proficiency, conceptual comprehension, and spatial visualisation.
https://doi.org/10.26803/ijlter.25.4.24
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