Lecturers’ reflections on using educational technology resources in teaching at two South African TVET colleges

Educational technology (EdTech) resources are essential in modern pedagogy; however, their implementation often prioritises physical tools over pedagogical theories. This study aims to explore TVET college lecturers’ reflections on their use of educational technology resources to facilitate teaching and learning. A qualitative case study was conducted with 20 lecturers at two South African TVET colleges in KwaZulu-Natal, using focus group discussions and reflective activities. Data were analysed through Cultural-Historical Activity Theory (CHAT). Results indicate that while lecturers utilize hardware (computers, projectors) and software (MS Teams, Moodle, Zoom), there is a significant absence of ideological-ware resources, such as specific teaching approaches and theories, to facilitate module content. This lack of ideological grounding is critical because these resources are necessary to balance the technical aspects of EdTech with pedagogical purposes. The study recommends enhanced training focused on ideological resources to ensure a balanced integration of EdTech in South African TVET colleges.