The affordances of iPads for pupils, teachers and teacher educators in the documentation of visible learning and teaching

The highly infectious and deadly coronavirus disease 2019 (COVID-19) pandemic has accelerated the adoption of computer-assisted instruction (CAI) and computer-based instruction (CBI).This book's research is on online pedagogical approaches devised by teacher educators and researchers to circumvent face-to-face (f2f) curriculum delivery, which increases the disease infection rate.This book reports on case studies by teacher educators and researchers on teaching their student-teachers with technology in a way that advanced not only communication but also the cognitive growth of students in relation to disciplinary knowledge.The value of this book is that it reports on pedagogical innovations in using digital technologies in teacher education.These are to be shared by other scholars and specialists in pedagogy.The challenge is that presently, many educators are uncertain about how to productively use digital technologies in teaching, learning and assessment.This is the plight -the gap that this book aims to bridge.Before COVID-19, f2f instruction was predominantly used as the main mode of teaching and learning, which suddenly became untenable.Educators had to learn how to use electronic platforms, video conferencing rooms, apps and social media for teaching purposes.This is the subject of this book's research.The effective use of technology in teaching and learning is a problem that many educators face every day.They are confronted with the problem of how they can optimise teaching and learning with digital technology if they are to continue to be relevant and sustain the education project.This book engages that problem with respect to teacher education.It shares sub-Saharan scholars' experiences in designing and implementing information and communication technology-based instruction at a time when it was not possible to have normal lectures as a result of the COVID-19 pandemic lockdowns.Sharing this research with other scholars is imperative to move the theory and practice of CAI and CBI forward for the benefit of learning.The authors of the chapters in this book have conducted research at 11 universities in South Africa and Nigeria.This ensures that this book draws from the wide-ranging experiences of scholars from different backgrounds.The rich discussions that emerged from this research enable academics to learn from others' innovative moments that occurred as a result of the COVID-19 pandemic pressure.Researchers have an opportunity to learn from this book how to deal with the tantalising teaching and learning problem of our time: how can the use of digital technology transform teaching and learning in general and teacher education in particular?The scholarly contributions in this book are varied.They cover theoretical nuances for information and communication technology use in education, considerations for the use of computers in the classroom, pedagogical thinking and pedagogical integration of ICTs in education, affordances of iPads in visible teaching and learning, supporting student cognition in vi languages, Mathematics, Science and Engineering, Graphics and Design with ICTs.The use of software applications such as GeoGebra and Microsoft Excel in teaching and learning Mathematics is researched, among others.The scholars in this book used both conceptual and empirical methodologies, mostly in qualitative set-ups.I declare that no work in this book is plagiarised.I also declare that the production of knowledge in this book is original and that the book represents scholarly discourse on the use of digital technology in teacher education.The recommendations in this book can be used in blended learning beyond the COVID-19 era, as curriculum delivery methods are bound to change.