Abstract
This study aims to investigate lecturer teaching using digital
technology and its impact on pedagogical change. The change from
face-to-face learning to online learning has implications for
educational institutions.
The problem is that many lecturers find it difficult to use digital
technology in teaching, so that it is not in line with online pedagogy
and online curriculum. The knowledge, abilities, and skills of the
lecturers are questioned because there is no such alignment. Thus the
impact of pedagogical change on online teaching is contradictory.
Moreover, the components of digital technology and pedagogical changes
will be fragmented.
The research method approach is qualitative by interviewing six
lecturers who teach at one university in Tangerang City. The findings
obtained, three lecturers are knowledgeable, capable, and skilled in
using digital technology to align with changes in online pedagogy. The
other three lecturers have difficulty using digital technology, so the
institution must provide continuous training so that learning can run
smoothly.
As a result, by using digital technology that impacts pedagogical
changes and online curricula, learning can run smoothly, despite the
many difficulties in adopting digital technology. Learning using digital
technology is a 21st-century learning process.