ABSTRACT
This chapter outlines the journey of enhancing an undergraduate lesson for pre-service teachers. The enhancement process has undergone three major iterations of the plan-do-check-act (PDCA) cycle, from the pre-COVID-19 era to the post-pandemic era at a university in Hong Kong. Guided by self-determination theory and social constructivism, the lesson aimed to facilitate students’ understanding of the fundamental concepts of curriculum orientations and promote co-construction of knowledge and engagement among students through a contextualised student-centred activity in class. Technology-enhanced pedagogy, i.e., e-pedagogy, was adopted to enhance teaching and learning effectiveness, especially in the second and third iterations of implementation. Adaptation of pedagogy and e-pedagogy over time in response to the pedagogical challenges and students’ learning difficulties will be presented. Reflections on the role of the PDCA cycle across different stages of the pedagogical adaptation process and insights into the key issues for educators to consider when embracing technology in teaching and learning will be discussed. Possible directions for future investigations to promote teaching innovation will also be suggested.
