Perspectives on Teacher Education in the Digital Age

Chapter 1. Empowering educators to use tablet technologies under the Early Digital Learning Programme.- Chapter 2. Primary school teachers' awareness of game-based pedagogy in Malawi.- Chapter 3. Teaching In-service primary school teachers through webinars.- Chapter 4. Learning beyond a grade: student teachers as innovative digital learning environment (app) developers.- Chapter 5. Robotics simulations: Developing essential teachers' skills for the digital age.- Chapter 6. Transitioning from emergence remote teaching to virtual learning: Experiences with digital and innovative pedagogies and competencies in teacher education in a university setting.- Chapter 7. Teacher Education in the Digital era: experiences from a Zimbabwean ODeL Institution.- Chapter 8. Digital migration from paper-based textbooks to e-textbooks for online pedagogy in Accounting Education.- Chapter 9. The contribution of Collaborative Learning Approach to Education for Sustainable Development in Teacher Education in the Digital Age.- Chapter 10. Digital and Innovative Pedagogies: History Teachers' Perceptions, Readiness and Practices in Zimbabwe.- Chapter 11. Assessment in preparing in-service teachers to teach in the digital age.- Chapter 12. A multimodal approach to language learning: Wikipedia as a tool for language translation in a bilingual environment.- Chapter 13. Special Needs Education Teachers' Experiences of the use of e-portfolios in the 'new normal' in an Open Distance eLearning institution in Southern Africa.- Chapter 14. Educating French Teachers in the Digital Era.- Chapter 15. Teacher Education, technologisation and the curriculum challenges of the 21st Century Southern African Context:  Towards a techno-posthumanist pedagogy.- Chapter 16. Digital Pedagogy for Mathematics and Technology Education: Exploring the initiatives at one South African Teacher Education Institution.- Chapter 17. Teacher Education in the Digital Age: Possibilities and Challenges.- Chapter 18.

Jako Olivier is a professor in Multimodal Learning at the North-West University (NWU), and he holds the UNESCO Chair on Multimodal Learning and Open Educational Resources (OER). He obtained his Ph.D. in 2011 in which he researched the accommodation and promotion of multilingualism in schools through blended learning. Before he joined the NWU as the lecturer in 2010, he was involved in teaching information technology and languages in schools in the UK and in South Africa. From 2010 to 2015, he was a lecturer in the then Faculty of Arts of the NWU after being appointed as an associate professor in the Faculty of Education in 2015. During 2012, he was a guest lecturer at the University of Antwerp, Belgium. In 2018, he was promoted to the full professor at the NWU. Jako is an NRF-rated researcher, and in 2018, he received the Emerging Researcher Medal from the Education Association of South Africa (EASA). He is a member of the editorial boards of the Contemporary Language Teaching journal and Reading & Writing and acts as the section editor for the journal Literator. He is also on the international academic board of the Open Spaces University, Morocco.As an activist for open education, he is an active member of the Creative Commons Chapter of South Africa and leads the Network of OER and Multimodal Self-Directed Learning in Southern Africa (NOMSA). He also participated in the consultations for the UNESCO OER Dynamic Coalition Report in 2020. Furthermore, he has been involved in publishing multilingual online learning resources since 1996.In addition to recently completing the editing of a book on self-directed multimodal learning, he has published a number of articles and chapters at the national and international levels in accredited publications. He recently co-edited a Springer book on self-directed learning and open education in Africa . He also acts as a supervisor for postgraduate students at the NWU.His research, located within the NWU's Research