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Dr. Jacqueline Batchelor

Dr. Jacqueline Batchelor. University of Johannesburg Department of Science and Technology in the Faculty of Education. Education highly sought after. ICT Spectrum (Anderson,2010). Grouping emerging ICT’s.

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Dr. Jacqueline Batchelor

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  1. Dr. Jacqueline Batchelor University of Johannesburg Department of Science and Technology in the Faculty of Education

  2. Education highly sought after

  3. ICT Spectrum (Anderson,2010)

  4. 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

  5. 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.

  6. mLearning Framework GSMA

  7. 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”

  8. Focus on the learner

  9. Enabling Learning Community of Inquiry (Garrison, Anderson & Archer, 2000) Five-stage model (Gilly Salmon, 2002)

  10. Role of Technology • Learning ABOUT • Learning WITH • Learning THROUGH To bring about experiences not possible without technology

  11. Integrating Technology • Perceived as a wickedproblem 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.

  12. 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

  13. 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

  14. Technology part of the problem? • Replicate existing educational practice • RetoolvsReform • Transform teaching and learning mindsets • Tacit knowledge not well articulated

  15. 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

  16. Virtual Classroom Tours Microsoft Innovative Teachers Forum Categories Content Collaboration Community Context

  17. Pedagogical considerations • Content analysis • Audience analysis • Goal analysis • Media analysis • Design and development approach • Implementation methods and strategies

  18. 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

  19. 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

  20. Society at large

  21. Create enthusiasm

  22. FINDING YOUR OWN SOLUTIONS

  23. Exploit affordances Combine different devices old and new

  24. Encourage Social awareness

  25. Contribute local knowledge

  26. Collaborate and Exchange Ideas

  27. Work with technology developers

  28. Ethics ofresponsibility • Future Ethics • Social Ethics • Ethics of Nature • Ethics of Democracy

  29. Developing phase Awareness phase Mentoring phase Visibility Adjusting Coaching Reflexive policies Develop Strategies Nurture Champions Capacity building Identify Competencies PRACTISE BASED MODEL

  30. 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 

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