Epistemological Access to Technology Blended with Pedagogy as a Congruent Component for Students' Achievements

Abstract

This article examines how epistemological access to technology blended with pedagogy performs a congruent role for students’ accomplishments at the higher education level in Pakistan. Students, at this level, come with varied linguistic backgrounds showing horrendous differences of skills and limited cognizance of interacting with advanced technologies. In the context of Pakistan, pedagogues likewise are the propagators of conventional apparatuses with regard to teaching English as a foreign language. Research in the domain of epistemological integration of technology with pedagogy is scarce at the university level in Pakistan. Therefore, the motivation behind this exploration is to comprehend how and to what extent epistemological access to technology enhances the pedagogical access for purposeful learning and can affect the learning outcomes of the students. The study used quantitative and experimental research methods, employing the data apparatuses of low assessments (pre-test, assessments and a post-test). SPSS version 21 was used to analyze the data and it was further deciphered and reported by using descriptive and inferential statistical apparatuses, and the differences were spotlighted amongst the varied assessments. Research findings contributed scholarly to the existing literature to promote epistemological access to technology at higher education level to meet the demands of the post-modern world.