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- Mobile Technology, Mobile Media, Mobile Learning, Educational Technology, Science and Technology Education, Teacher Education, and 15 moreEthics, Learning Technologies, Pedagogy, Pedagogical Content Knowledge (PCK), Research Projects on Improving the Quality of Teaching and Learning Using Emerging Technologies, E-learning, Design, Teaching and Learning, Development, Teacher Training, Activity Theory, Teaching Schools, Emerging Technologies, teaching Strategies, and New Technologiesedit
The rapid spread and penetration of mobile devices to every layer of society has confronted the educational community with many new opportunities and responsibilities. As mobile computing and its disruptive aftermath enter the education... more
The rapid spread and penetration of mobile devices to every layer of society has confronted the educational community with many new opportunities and responsibilities. As mobile computing and its disruptive aftermath enter the education arena, the challenge becomes how to harness the potential in ways that are beneficial to the educational community at large and the learners in particular. This paper outlines the initial conception, design research methodology followed and the development of the definitive Mobile Learning Curriculum Framework as a first attempt to systematically and comprehensively explore, where and how mobiles could appear within educational provision. The curriculum framework is underpinned by three broad learning objectives; to acquire domain knowledge, to develop sufficient and appropriate skills to enable mobile learning practice and to understand the role and impact of domain knowledge in the relation to the application context. To this end the curriculum framework is presented as a modular solution for adaption to accommodate differing contexts.
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Teacher education institutions are often criticized as being distant from practice and ineffective in preparing student-teachers for the demands of the profession. This paper reports on a research project conducted to explore student’s... more
Teacher education institutions are often criticized as being distant from practice and ineffective in preparing student-teachers for the demands of the profession. This paper reports on a research project conducted to explore student’s views of their pedagogical content development during an authentic and extended teaching intervention. In this research we investigate learning in practice, through a simulated teaching experience where pre-service teachers taught Life Sciences as an additional subject to learners from a teaching school in Johannesburg. Participants committed to attend classes on Saturdays at the university. This project blends elements of the Japanese Lesson Study approach, where students prepare and present lessons in groups of four. This differs from normal school experience, in that the pre-service student teachers take sole responsibility for learning activities. It increases their exposure to the practice of teaching and allows them to concentrate on expanding pedagogical content knowledge.
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This paper captures the sentiments of pre-service teachers and describes conceptions of learning in the third year of their professional degree in education. The problem we identify in this study is that many students have not changed... more
This paper captures the sentiments of pre-service teachers and describes conceptions of learning in the third year of their professional degree in education. The problem we identify in this study is that many students have not changed dominant mental models of learning over the past 3 years of university life. Past exposure to poor role models is a reality which leads to the development of strong mental models which influence their conceptions of learning. We now investigate conceptions of learning through a quantitative analysis of responses to an electronic questionnaire based on the view that a sociocultural perspective on learning can be useful when a collaborative and purposeful transformation of the world is the goal. Initial findings show that student conceptions of learning are diverse and profoundly embedded in ideologies, ethics, and values rooted in their collaborative social and historical contexts. In contrast, many students are changing conceptions of learning and transforming the way they plan to teach in the future.
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This paper reports on a rigorous and authentic approach to advancing the use of ICTs in pre-service teachers’ professional development without focusing on the technologies but rather on exploiting new and emerging technologies in the... more
This paper reports on a rigorous and authentic approach to advancing the use of ICTs in pre-service teachers’ professional development without focusing on the technologies but rather on exploiting new and emerging technologies in the development of professional learning networks (PLN). The emphasis of this paper is on scaffolding pre-service teachers’ journey in becoming well versed in the requirements for being a 21st century educator. Participants in this study included an entire cohort of third year student teachers (n=579). Visual artefacts reveal the breadth of students’ PLNs but also highlight the severe lack of depth in most cases. Finding show that students initially struggle to grasp the value of developing a PLN and to take ownership of the process. Their growth was typified by six phases of development. This article elaborates on the derivation of these six phases.
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Abstract This paper reports on the reflections of lecturers in an undergraduate course in an education faculty focusing on the national imperative to incorporate education technologies into the teaching and learning of student teachers.... more
Abstract This paper reports on the reflections of lecturers in an undergraduate course in an education faculty focusing on the national imperative to incorporate education technologies into the teaching and learning of student teachers. The emphasis of this paper is on the disconnect we have encountered after engaging students in authentic and collaborative tasks in the development of their own personal digital identity and professional network.
Research Interests: Educational Technology, Teacher Education, History of Education, New Communication Technologies, Personal Learning Networks, and 5 morePreservice Teacher Education, New Teachers, Continous Professional Development of Teachers, Professional Learning Networks, and K 12 Teacher Professional Development
Innovative teaching is, in essence, the art of breaking down barriers which prevent educators from preparing learners for the gruelling demands of the 21st century by exploiting the affordances of emerging Information and Communications... more
Innovative teaching is, in essence, the art of breaking down barriers which prevent educators from preparing learners for the gruelling demands of the 21st century by exploiting the affordances of emerging Information and Communications Technologies (ICT) to enhance their teaching and learning strategies.
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The rapid spread and penetration of mobile devices to every layer of society has confronted the educational community with many new opportunities and responsibilities. As mobile computing and its disruptive aftermath enter the education... more
The rapid spread and penetration of mobile devices to every layer of society has confronted the educational community with many new opportunities and responsibilities. As mobile computing and its disruptive aftermath enter the education arena, the challenge becomes how to harness the potential in ways that are beneficial to the educational community at large and the learners in particular. This paper outlines the initial conception, design research methodology followed and the development of the definitive Mobile Learning Curriculum Framework as a first attempt to systematically and comprehensively explore, where and how mobiles could appear within educational provision. The curriculum framework is underpinned by three broad learning objectives; to acquire domain knowledge, to develop sufficient and appropriate skills to enable mobile learning practice and to understand the role and impact of domain knowledge in the relation to the application context. To this end the curriculum framework is presented as a modular solution for adaption to accommodate differing contexts.
Research Interests:
In today’s modern world, mobile technology’s value is perceived in terms of its ability to facilitate convenient, personal and mobile connectivity to its users. In Africa, and specifically South Africa, this value is not only experienced... more
In today’s modern world, mobile technology’s value is perceived in terms of its ability to facilitate convenient, personal and mobile connectivity to its users. In Africa, and specifically South
Africa, this value is not only experienced in terms of the mobility provided by and through the technology, but it also encompasses the concept of ABILITY. The concept of the ability of users to access and contribute to the world wide web, to be included in virtual collaboration, to gain access to specialist information, and to develop skills needed to function in a technological society are
becoming paramount in today’s world. Viewing mobile technology as localized accession portals from an educational perspective in a developing country also challenges researchers to understand the implications of this type of access within the framework of technological needs and the social interactions that it supports and enables. Research requires an understanding of the needed mobility across different diverse and not necessary complimentary technologies on the one hand and, on the other hand, the mobility and abilities provided in the physical space, across hardware, in conceptual space and across time.(Sharples et al., 2007) Mobile technologies display many aspects, from the
operating systems used by the different phone makes and models, network proprietary protocols and ultimately the integration of all of the before mentioned into other information and communications technologies. This paper reflects on the opportunity, challenges and potential of mobile technology to
extend “mobility” to “ability” while always aspiring to support the user’s connection to the virtual world within a locally relevant technology framework.
Africa, this value is not only experienced in terms of the mobility provided by and through the technology, but it also encompasses the concept of ABILITY. The concept of the ability of users to access and contribute to the world wide web, to be included in virtual collaboration, to gain access to specialist information, and to develop skills needed to function in a technological society are
becoming paramount in today’s world. Viewing mobile technology as localized accession portals from an educational perspective in a developing country also challenges researchers to understand the implications of this type of access within the framework of technological needs and the social interactions that it supports and enables. Research requires an understanding of the needed mobility across different diverse and not necessary complimentary technologies on the one hand and, on the other hand, the mobility and abilities provided in the physical space, across hardware, in conceptual space and across time.(Sharples et al., 2007) Mobile technologies display many aspects, from the
operating systems used by the different phone makes and models, network proprietary protocols and ultimately the integration of all of the before mentioned into other information and communications technologies. This paper reflects on the opportunity, challenges and potential of mobile technology to
extend “mobility” to “ability” while always aspiring to support the user’s connection to the virtual world within a locally relevant technology framework.
Research Interests:
In many countries mobile phones are being banned from schools amidst growing concerns regarding their inappropriate use during school hours. However, the mobile phone is the de-facto most important networked knowledge exchange technology... more
In many countries mobile phones are being banned from schools amidst growing concerns regarding their inappropriate use during school hours. However, the mobile phone is the de-facto most important networked knowledge exchange technology used in Africa and the most powerful universally-accessible computing device in the hands of Africans. How do we change the perception of the mobile phone as a disruptive influence in schools to one where it can be used to pragmatically support the learning process? MobilED (Mobile EDucation) is a 3-year international collaborative project aimed at creating meaningful learning environments using mobile phone technologies and services. The MobilED project was initiated in South Africa and the first two pilots consisted of exploratory research into the use of mobile phones in an advantaged private school and in a poor government school in Tshwane, South Africa. This paper examines the viability of the mobile phone as a learning tool in schools in Africa by using the MobilED project as a case study. It discusses the current anti-mobile phone situation in many schools in South Africa and suggests possible strategies to harness the potential of the mobile phone in practical ways as a pedagogically-appropriate learning tool in schools in Africa.
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Learning projects in diverse South African socio-economic contexts. This is done by applying Critical System Heuristics (CSH). The application of CSH to the two mobile learning projects results in a list of emancipatory values, including... more
Learning projects in diverse South African socio-economic contexts. This is done by applying Critical System Heuristics (CSH). The application of CSH to the two mobile learning projects results in a list of emancipatory values, including potential, realized and desired values as well as barriers towards realizing emancipatory potential. Similarities and differences are then identified and compared for the two projects. The study points towards “inherent” emancipatory potential of mobile learning but concludes by indicating other socio-technical factors as necessary conditions for emancipatory value to realize.
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This article reports on the 2nd MobilED intervention set in a under-resourced school. This follows the first iteration in the design research testing text-to-speech technology and the creation and contribution of new knowledge in the... more
This article reports on the 2nd MobilED intervention set in a under-resourced school. This follows the first iteration in the design research testing text-to-speech technology and the creation and contribution of new knowledge in the language of choice. The same lesson plan designed and developed for the resourced school in the 1st pilot was used, and the technology platform settings were adjusted slightly to accommodate the pitfalls as identified in the first pilot at a developed school. All resource materials were provided, as the research focussed primarily on the experience of the learners in a mobile supported collaborative learning event. Issues such as ownership, time management, accessibility and possible uses are discussed.
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This article reports on the design and implementation of a mobile learning event in a privileged school in a developing country. The main objective was to test the technology platform designed by the Meraka Institute of the Council for... more
This article reports on the design and implementation of a mobile learning event in a privileged school in a developing country. The main objective was to test the technology platform designed by the Meraka Institute of the Council for Scientific and Industrial Research (CSIR), and to gain a better understanding of its performance, acceptability and viability. The conversation theory of Pask is used to address pedagogic as well as non-pedagogic issues as raised during this pilot. It was found that the developed MobilED services add specific elements to enhance teaching and learning by creating access to existing content and allowing for new knowledge contributions to be made. Constrains such as navigation and voice quality, however, needs clarification before being considered as feasible.
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This article reports on the analysis, design and development of a MobilED technology platform in support of mobile learning in South Africa. This initiative was conceived, developed and implemented by the Meraka Institute of the Council... more
This article reports on the analysis, design and development of a MobilED technology platform in support of mobile learning in South Africa. This initiative was conceived, developed and implemented by the Meraka Institute of the Council for Scientific and Industrial Research (CSIR). They adapted existing technology to explore the field of mobile learning and developed a prototype to make AudioWiki available to mobile phone users. As part of the research design, the process followed an iterative cycle and strategies were developed to guide the use of mobile information communications technology (ICT) in a school environment. This part of the project aims to gain a better understanding of the performance, acceptability and viability of mobile learning in schools. It was found that mapping appropriate outcomes for the various role players, before and during the design phase, contributed significantly to isolating the key factors influencing feasibility.
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Mobile technology has allowed the traditional boundaries that exist between formal and informal learning to blend. The purpose of this research is to understand and describe the use of established and new “support networks” and the... more
Mobile technology has allowed the traditional boundaries that exist between formal and informal learning to blend. The purpose of this research is to understand and describe the use of established and new “support networks” and the process of knowledge acquisition and knowledge creation in a formal learning environment. Factors affecting the design, testing and ultimate feasibility of using mobile devises such as cell phones to enhance teaching and learning in well-resourced developed, and under-resourced developing schools are identified. Findings in this study point to the general acceptance of using mobile technology as a readily available vehicle, to provide access to contents and allow learners to contribute to the collective body of knowledge from their own perspective.
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This paper reports on the findings of an inquiry to investigate personal convictions, social structure and relationships within the wider community that can influence the innovative teachers’ pedagogical reasoning. Data was qualitatively... more
This paper reports on the findings of an inquiry to investigate personal convictions, social structure and relationships within the wider community that can influence the innovative teachers’ pedagogical reasoning. Data was qualitatively analysed using Straussian Grounded Theory Method to articulate a substantive theory which aims to better our understanding of knowledge creation when innovative teachers use emerging technology to enhance their teaching and learning practice. The resultant substantive theory’s three core components comprise of moral cohesion; innovation negotiations in context; and responsive governance as essential to innovative teachers’ pedagogical efficacy when they engage with emerging technologies. The concept of moral cohesion is further expanded and forms the main focus of this article.
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Mobile Technology has permeated into rural areas, classrooms and boardrooms at such a rate that the modes of use have not had time to be culturally historically integrated. The ubiquitous and personal nature of the technology has changed... more
Mobile Technology has permeated into rural areas, classrooms and boardrooms at such a rate that the modes of use have not had time to be culturally historically integrated. The ubiquitous and personal nature of the technology has changed the way people interact and act around many social and economic issues. This proliferation of Mobile Technology and the phenomenal uptake under the youth has forced formal learning institutions to react. This reaction has often been to ban the technology outright. In this paper we explore some of the social factors that may have led to this reaction, as well as the alternative namely the institutionalisation of the technology. We offer some insights into the mobile youth and make suggestions based on our research findings.
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Preparing learners for the demands of the 21st century requires dedicated, innovative teachers willing to push existing boundaries. It is also about exploiting the affordances of emerging technologies to enhance teaching and learning... more
Preparing learners for the demands of the 21st century requires dedicated, innovative teachers willing to push existing boundaries. It is also about exploiting the affordances of emerging technologies to enhance teaching and learning strategies. The unique and rapid changes occurring in this field present various problems for teachers who are willing to experiment with teaching and learning, raising questions of ownership, accountability, roles and responsibilities, learning spaces and situations, patterns of interaction, strategies and theories, as well as, modes of assessment [1]. A conceptual framework is presented that draws on tenets from socio-cultural theory, critical philosophy, emerging technology and teaching and learning theory and aims to support theory development to better our understanding of the factors influencing the pedagogical reasoning of teachers.
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This study reports on design criteria for mobile phones as developed and implemented by students during a school research project, tasking them to create resources for their disadvantaged peers who have with no access to educational... more
This study reports on design criteria for mobile phones as developed and implemented by students during a school research project, tasking them to create resources for their disadvantaged peers who have with no access to educational resources and traditional internet capabilities via desktop. Teaching strategies utilized, and events leading up to and culminating in students being critical creators of educational material, factors that influenced their decision making process as well as design features of the artefacts will be covered. Design criteria were negotiated, and articulated and used as a rubric for assessing and scoring entries. Findings indicate that even though they were very competent mobile phone users, they were not confident in their more traditional ICT skills but were very willing to learn. The transfer of concepts and skills from phone to desktop applications was observed.