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