Abstract
The study aimed at navigating how edtech tools enhance and transform task-based learning method among university students pursuing graduate studies in Educational Psychology. Basing on Blooms Taxonomy especially the Higher Order Thinking Skills (HOTS), Laurillard's Conversational Framework, TPCK model, SAMR design and the Teaching Change Framework, the researcher motivated the graduate students to utilise Mindmups, Google Slides, WhatsApp texts and Turnitin educational technology (EdTech) tools to navigate if these tools, due to their respective affordances, enhance and transform task-based learning. The study was a visual ethnographic one by design with visual narratives for analysis purposes. It was established that the mentioned tools enhanced learner motivation, interest, participation and ultimately, academic performance. It was concluded that edtech tools, if selected due to their respective affordances, based on the right models, can improve learning and cause changes in the methods in place to transform low-technology-lecturer-centred learning to high-technology-learner-centred learning.
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