Technology integration expanded academics' workload, producing identity tension and emotional labour¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? All 12 participants reported that technology integration increased their workload, adding digital preparation, online communication, and continuous student monitoring. → Folabit 2026

Evidence¶

Folabit 2026¶

Folabit, N. L., & Jita, L. C. (2026). Academics’ (Re) construction of teacher identities in the context of technology integration at a South African university. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10708-w

q2 · i? · qualitative · r2

Thematic analysis of semi-structured interviews with 12 academics at one South African university. The article reports that "All 12 participants acknowledged that technology integration expanded their workload," with added responsibilities including digital preparation and online communication.

"All 12 participants acknowledged that technology integration expanded their workload."

Discussion¶

Related Claims¶

• Passive student participation in online learning created identity tension for academics — related
• Technology integration functioned as both an enabler and a disruptor of academics' professional identities — related
• Technology implementation in higher education depends on individual initiative rather than institutional systems, with governance structures rarely including those responsible for implementation — related
• Four themes for better preparing teachers for future emergencies: professional development, technology access, technology training for teachers and students, and action plans with communication — related