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Dr. Jacqueline Batchelor
University of JohannesburgDepartment of Science and Technology in the Faculty of
Education
Education highly sought after
ICT Spectrum (Anderson,2010)
Grouping emerging ICT’s
• Not enough evidence to produce responsible recommendations regarding technology choices made by educational institutions
• Expanding new learning opportunities (anywhere anytime learning)
• Create new learning environments in traditional contexts
• Improve teaching and learning processes
Mobile Learning
• Learning with portable technologies, where the focus is on the technology (which could be in a fixed location, such as a classroom),
• Learning across contexts, where the focus is on the learner’s interaction with portable or fixed technology and
• Learning in a mobile society, with a focus on how society and its institutions can accommodate and support the learning of an increasingly mobile population.
mLearning Framework GSMA
Strategies are polarised
• Top down versus participatory solutions to development problems
• Global versus local solutions
• Technological versus social solutions
• Optimism versus pessimism about the role of ICTs in development “last mile problem” vs “connecting the first mile”
Focus on the learner
Enabling Learning
Community of Inquiry (Garrison, Anderson & Archer, 2000)Five-stage model (Gilly Salmon, 2002)
Role of Technology
• Learning ABOUT
• Learning WITH
• Learning THROUGH
To bring about experiences not possible without technology
Integrating Technology• Perceived as a wicked problem within teaching circles. It
is demanded at policy level but neglected at operational level.
• Multiple role players not well coordinated with hidden agendas looking for the quick fix
• Driven by an utopian outlook of recent research agendas restricting theory building.
• Rapid changes in the field with options that change before they can be deemed appropriate solutions
• Superimposing Eurocentric research perspectives in developing contexts.
Teaching and Learning Theory
• The teaching and learning environment comprises people (teachers and learners), technology, resources, physical and virtual environment
• A move from knowledge transmission to generative knowledge models
• Perceived and real pedagogical affordances
• Blended teaching environments
Critical Philosophy
• Personal identities and convictions• Anchored in real world scenarios• Context encroach on physical and virtual
realities• Formulate their own solutions to their
problems leading to greater emancipation• Supersede established forms of authority
Technology part of the problem?
• Replicate existing educational practice
• Retool vs Reform
• Transform teaching and learning mindsets
• Tacit knowledge not well articulated
Choice of ICT’s• Physical limitations - Electricity supply• Level of teacher / learner competencies• Connectivity• Number / variety / compatibility of tools• Policy issues• Timeframe / time zones• Speed / clarity of services• Context and cultural issues• Curriculum demands• Personal vs institution owned devices• Ownership and accountability• Collaboration opportunities• Computer access within the wider community
Microsoft Innovative Teachers Forum
Categories Virtual Classroom Tours
• Content
• Collaboration
• Community
• Context
Pedagogical considerations
• Content analysis• Audience analysis• Goal analysis• Media analysis• Design and development approach• Implementation methods and strategies
Pedagogical strategies• Fieldwork – crossing boundaries. Physical and virtual• Extended learning hours• Peer guidance• Include extended community members• Balance ICT dependent with ICT independent tasks• Collaborate with others- first local then global• Exploit ICT’s affordances• Share resources – clever group work• Technology bartering• Structure groups with members of different skill levels• Address a local issue / need • Show and tell sessions – bragging bonanza
Reflective / Reflexive Educators/Trainers
• Re-evaluate teaching and learning strategies• Innovative workshops – sharing of best practice• On-line participation – increase profile / presence• Encourage lifelong learning – teachers as students• Pro-active leadership – good governance• Develop and nurture research partners • Facilitate learner expectations – use current trends• Support initiatives – encourage exploration• Maximize opportunities technology offer• Cost saving – issues of ownership• Disseminate results• Visible champions
Society at large
Create enthusiasm
FINDING YOUR OWN SOLUTIONS
Exploit affordances
Combine different devices old and new
Encourage Social awareness
Contribute local knowledge
Collaborate and Exchange Ideas
Work with technology developers
Ethics of responsibility
• Future Ethics
• Social Ethics
• Ethics of Nature
• Ethics of Democracy
PRACTISE BASED MODEL
33
Awareness phase
Developing phase
Visibility Adjusting Coaching
Develop Strategies
Identify Competencies
Reflexive policies
Nurture Champions
Capacity building
Mentoringphase
Mobile learning curriculum
• The impact of mobiles on people, communities and societies
• The impact of mobiles on the economy• The impact of mobiles on learning• The nature of the technology, systems
and devices• Becoming mobile