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Friday, January 13 • 2:45pm - 3:05pm
"Mobile Teaching and Learning in Teacher Education Comparative Case Studies in South Africa and The United States"

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Mobile teaching and learning in this study was based on the Technological Pedagogical Content Knowledge (TPACK) framework described by Koehler and Mishra (2006) that has become ubiquitous in the educational technology field. Within this framework, the most effective teaching takes place at the dynamic intersection of three areas of teacher knowledge: content, pedagogy, and technology (Koehler & Mishra, 2009). This framework builds on Shulman’s (1987) concept of Pedagogical Content Knowledge, knowledge of pedagogy useful for teaching specific content.

Many pre-service teachers begin to integrate technology by focusing on Technology Knowledge, or the intersection of Technology Knowledge and Content Knowledge, as they learn how to use the components of technology. The next step for pre-service teacher is to focus on the intersection of Technology Knowledge and Pedagogical Knowledge, using new technology to replace an existing practice, such as completing a worksheet online. The final step occurs when a teacher understands each component and focuses on the intersection of Technology, Pedagogy, and Content: here technology facilitates teaching and learning processes in new and innovative ways. An example would be teaching writing content using process writing pedagogy with feedback, edits, and revisions using a blog format to allow students to write with and receive feedback from students at another school or in another country. This type of global, collaborative writing could not be done without the use of Technological Pedagogical Content Knowledge in teaching. The present study focused on instilling this framework in preservice teachers to plan and teach using TPACK.

At the same time, the affordances of technology depend on local contexts such as the availability of broadband internet, wifi bandwidth and the availability of devices and apps. To examine the impact of educational and technological contexts we compared technology integration courses in South Africa and the United States.

We chose to compare the use of mobile technology in five cases. We focus on the US as one of the world leaders in education and more specifically technology integration and South Africa as a leading nation in Africa and concurrently a country going through a period of revitalization in Education as part of the post-apartheid period. In each country, we chose a teacher education program embedded in a research university and a teacher education programs in local non- research universities or colleges.

The comparative case studies used three sources of information for the comparison. First, we used course syllabi to analyze philosophical approaches, goals and intensity of technology integration. Second, we examined the expectations of course assignments and their respective emphasis on TPACK. Finally, we examined a subset of Keystone student assignment performance from each course to see the levels of pre-service teacher ability to use TPACK effectively.

Results indicated that content and expectation in the courses were very similar in nature. Courses in both countries and both types of institutions set high expectations and created a complex set of assignments for pre-service teachers. The constraints of physical technology infrastructure in South Africa has limited the ability of South African pre-service teachers to use their new knowledge of mobile technologies in classrooms leaving their keystone products with lower levels of TPACK integration.

In the presentation, we will show exemplars and expand suggest ways of adapting TPACK models to local conditions.

References

Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9, 60-70.

Koehler, M. J., Mishra, P., Bouck, E. C., DeSchryver, M., Kereluik, K., Shin, T. S., & Wolf, L. G. (2011). Deep-play: Developing TPACK for 21st century teachers. International Journal of Learning Technology, 6, 146-163.

Mishra, P., & Koehler, M. (2006). Technological pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108 (6), 1017-1054.

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 87(1), 1-21. 


Moderators
SC

Shawn Carey

Faculty, CalStateTEACH

Speakers
avatar for Breanne Campbell

Breanne Campbell

Adjunct Professor, University of Nebraska-Omaha
Secondary English, Teacher Education, Instructional Technology, Multiliteracies and New Literacies Studies
UO

University of Nebraska Lincoln TLTE

Professor and Chair, University of Nebraska Lincoln TLTE
UNL Graduate Programs, BMIT, and Code.org Partner


Friday January 13, 2017 2:45pm - 3:05pm
Colombard

Attendees (10)