dr. jacqueline batchelor

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

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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. - PowerPoint PPT Presentation

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Page 1: Dr. Jacqueline Batchelor

Dr. Jacqueline Batchelor

University of JohannesburgDepartment of Science and Technology in the Faculty of

Education

Page 2: Dr. Jacqueline Batchelor

Education highly sought after

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ICT Spectrum (Anderson,2010)

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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

Page 6: Dr. Jacqueline Batchelor

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.

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mLearning Framework GSMA

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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”

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Focus on the learner

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Enabling Learning

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

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Role of Technology

• Learning ABOUT

• Learning WITH

• Learning THROUGH

To bring about experiences not possible without technology

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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.

Page 14: Dr. Jacqueline Batchelor

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

Page 15: Dr. Jacqueline Batchelor

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

Page 16: Dr. Jacqueline Batchelor

Technology part of the problem?

• Replicate existing educational practice

• Retool vs Reform

• Transform teaching and learning mindsets

• Tacit knowledge not well articulated

Page 17: Dr. Jacqueline Batchelor

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

Page 18: Dr. Jacqueline Batchelor

Microsoft Innovative Teachers Forum

Categories Virtual Classroom Tours• Content

• Collaboration

• Community

• Context

Page 19: Dr. Jacqueline Batchelor

Pedagogical considerations

• Content analysis• Audience analysis• Goal analysis• Media analysis• Design and development approach• Implementation methods and strategies

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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

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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

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Society at large

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Create enthusiasm

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FINDING YOUR OWN SOLUTIONS

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Exploit affordances

Combine different devices old and new

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Encourage Social awareness

Page 27: Dr. Jacqueline Batchelor

Contribute local knowledge

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Collaborate and Exchange Ideas

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Work with technology developers

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Ethics of responsibility

• Future Ethics

• Social Ethics

• Ethics of Nature

• Ethics of Democracy

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PRACTISE BASED MODEL

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Awareness phase

Developing phase

Visibility Adjusting Coaching

Develop Strategies

Identify Competencies

Reflexive policies Nurture

Champions

Capacity building

Mentoringphase

Page 34: Dr. Jacqueline Batchelor

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