scholarly journals TECHNOLOGY INTEGRATION IN NATURAL SCIENCES TEACHING AND LEARNING IN SOUTH AFRICAN TOWNSHIP SCHOOLS

2021 ◽  
Author(s):  
Sam Ramaila ◽  
Keyword(s):  
Technology Integration ◽  
South African ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Survey Design ◽  
Natural Sciences ◽  
Structured Interviews ◽  
Design Data ◽  
Pedagogical Content ◽  
South African Township

This study examined technology integration in Natural Sciences teaching and learning in South African township schools. A mixed method approach was adopted as part of an exploratory descriptive survey design. Data was collected through semi-structured interviews, classroom observations as well as administration of open-ended survey questionnaire. The study involved purposively selected grade 9 Natural Sciences teachers and learners as participants. The empirical investigation is underpinned by technological pedagogical content knowledge (TPACK) as the underlying theoretical framework. The participants demonstrated a positive disposition about technology integration in Natural Sciences teaching and learning. In particular, technology integration was perceived to provide opportunities for the enhancement of meaningful Natural Sciences teaching and learning in township schools. Digital resources were largely viewed as essential educational tools that can be deployed to demystify abstract scientific concepts with a view to enhance scientific literacy. Theoretical implications for technology-enhanced teaching and learning are discussed.

Transforming Assessment in Response to COVID-19

2021 ◽  
pp. 246-265
Author(s):  
T. Dhurumraj ◽  
Sam Mabune Ramaila ◽  
Ferhana Raban
Keyword(s):  
South African ◽  
Performance Feedback ◽  
Teaching And Learning ◽  
Critical Role ◽  
Assessment Practices ◽  
Continuous Assessment ◽  
Learner Engagement ◽  
Pedagogical Content ◽  
Empirical Inquiry ◽  
Professional Capacity

Assessment plays a critical role in teaching and learning. Continuous assessment advocates for a sustainable learner engagement in a cyclical manner that provides information on performance, feedback, as well as critical support that serves to engender mastery of skills. Continuous assessment encapsulates the use of both formative and summative assessment. COVID-19 compelled teachers as agents of educational change to fundamentally rethink the enactment of assessment within the context of remote teaching and learning. This chapter reflects the transformation of assessment practices adopted by purposively selected teachers at South African schools in response to formidable instructional challenges induced by COVID-19. The empirical inquiry is underpinned by the technological pedagogical content knowledge (TPACK) framework. While teachers expressed fundamental appreciation of the key pedagogical affordances of technology integration in remote teaching and learning, they bemoaned the lack of professional capacity required for a meaningful enactment of technology-mediated assessment.

Learner-Centered Technology Integration

2012 ◽  
pp. 797-807
Author(s):  
Yun-Jo An
Keyword(s):  
Technology Integration ◽  
Technology Use ◽  
Teaching And Learning ◽  
Emerging Technologies ◽  
Technological Pedagogical Content Knowledge ◽  
Future Trends ◽  
Pedagogical Content ◽  
Learner Centered ◽  
Integration Of Technology ◽  
High Level

To transform teaching and learning in ways that better meet the needs of digital natives, there has been increased emphasis on the integration of technology into teaching and learning. However, despite generally improved conditions for technology integration, high-level technology use, associated with constructivist or learner-centered practices, is still low. Many teachers and instructors are not using technologies to their potential, often integrating the new tools into their old practices. In an attempt to better support teachers and instructors in using emerging technologies to design and facilitate learner-centered instruction (LCI), this chapter provides an overview of learner-centered instruction (LCI) and the technological pedagogical content knowledge (TPCK) framework. Then, the potential of emerging technologies to foster learner-centered instruction (LCI) and future trends are discussed.

scholarly journals BROADENING EDUCATIONAL PATHWAYS TO STEM EDUCATION THROUGH ONLINE TEACHING AND LEARNING DURING COVID-19: TEACHERS’ PERSPECTIVES

2020 ◽  
Vol 19 (6A) ◽  
pp. 1055-1067
Author(s):  
Thasmai Dhurumraj ◽  
Sam Ramaila ◽  
Ferhana Raban ◽  
Ahmed Ashruf
Keyword(s):  
Stem Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Survey Design ◽  
Pedagogical Practices ◽  
Online Teaching And Learning ◽  
Pedagogical Content ◽  
Educational Pathways ◽  
And Mathematics ◽  
Descriptive Survey

COVID-19 posed formidable challenges to the teaching and learning of subjects with abstract concepts such as Science, Technology, Engineering and Mathematics (STEM). The study explored how STEM teachers transformed their pedagogical practices as an integral part of the transition to online teaching and learning in response to COVID-19 and further examined the effectiveness of online teaching and learning. The study adopted an exploratory descriptive survey design and involved purposively selected STEM teachers from schools operating under the auspices of the Association of Muslim Schools. The Technological Pedagogical Content Knowledge (TPACK) framework underpinned the study. Quantitative data was collected through the administration of a Likert scale instrument. Data was analysed using inferential and descriptive statistics. Findings revealed that COVID-19 essentially compelled teachers to make a transition to online teaching and learning resulting in a concomitant profound impact on their pedagogical practices. Teachers provided various perspectives on the key modalities adopted to navigate online teaching and learning on virtual platforms in an attempt to ensure sustainable, equitable and inclusive teaching and learning. Implications for broadening educational pathways to STEM education through online teaching and learning on virtual platforms and sustainable teacher professional development on technology integration in teaching and learning are discussed. Keywords: COVID-19, online teaching, pandemic, pedagogy, STEM, teaching practices

scholarly journals ANALYSIS OF COMMUNICATION SKILLS OF JUNIOR HIGH SCHOOL STUDENTS ON CLASSIFICATION OF LIVING THINGS TOPIC

2020 ◽  
Vol 1 (1) ◽  
pp. 78
Author(s):  
Alfi Rodhiyah Zulfa ◽  
Zuhriyatur Rosyidah
Keyword(s):  
High School Students ◽  
Communication Skills ◽  
Junior High School ◽  
Teaching And Learning ◽  
Survey Design ◽  
Structured Interviews ◽  
School Students ◽  
Average Value ◽  
Data Collection Technique ◽  
Interesting Learning

This study aims to determine the level of communication skills of students at SMPN 2 Ponorogo. This research was conducted in October 2019 at SMPN 2 Ponorogo. The method is a qualitative study with a sample of VII H class students in SMPN 2 Ponorogo consisting of 31 students obtained from random sampling. The design of this study used a survey design or the provision of written tests to students and interviews. The data collection technique is carried out by providing a description test to measure students' communication skills and non-structured interviews to students and teachers. Analysis of the data in this study was using qualitative descriptive and quantitative descriptive techniques. The results showed that the level of communication skills of VII grade students of SMPN 2 Ponorogo was still relatively low. The average value obtained is generally 56.9. So, the communication skills of students at SMPN 2 Ponorogo still need to be improved. Some efforts to train students in improving their communication skills are by conducting teaching and learning processes with learning models that are oriented towards students, conducting learning with active discussion, accustoming students to read, providing interesting learning facilities and media, and conducting learning activities with experiment or student worksheets.

scholarly journals KNOWLEDGE OF ASSESSMENT: AN IMPORTANT COMPONENT IN THE PCK OF CHEMISTRY TEACHERS

2014 ◽  
Vol 62 (1) ◽  
pp. 124-147
Author(s):  
Marina Miyuko Akutagawa Tacoshi ◽  
Carmen Fernandez
Keyword(s):  
General Education ◽  
Pedagogical Content Knowledge ◽  
Knowledge Base ◽  
Content Knowledge ◽  
Learning Process ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Structured Interviews ◽  
Chemistry Teachers ◽  
Pedagogical Content

Assessment of learning plays a central role in the teaching-learning process, and it has been extensively investigated due to the recognized necessity of adjusting didactic models to the new curricula and social demands. The knowledge of assessment is considered one of the components of pedagogical content knowledge (PCK) by some authors and for other authors is considered one component of the knowledge base for teaching. It is also recognized the strong link between knowledge of the educational ends, goals, purposes and values and the knowledge of assessment procedures. In this work, results focused on ten chemistry teachers are presented with the main goal of assessing and describing the knowledge of assessment practices and its close relationship with the purposes and educational aims. The results of the current study are based on semi-structured interviews, schools’ educational projects, questionnaires, evaluations and teacher lesson plans. The data suggest that there exists an inconsistency in the discourse regarding general education and chemistry education. Although the discourse at all levels, including educational projects, planning and interviews, can be considered as innovative, in actual practice we observed a strong tendency toward the teacher-centered approach and summative assessment. The results show that, in general, the investigated chemistry teachers lack the intrinsic knowledge to elaborate questions that assess students´ higher-order thinking, to use assessment results to improve teaching and learning, to inform planning, and ultimately, to perform assessments for learning that regulate and promote the learning process, in line with their own beliefs regarding the objectives of chemical education. As a result, we can infer problems in other PCK components of these teachers. Keywords: assessment, chemistry teacher education, knowledge base of teaching, pedagogical content knowledge.

scholarly journals Implementation of Competence-Based Learning Approach: stories of practices and the Tuning contribution to academic innovation

2015 ◽  
Vol 3 (1) ◽  
pp. 19 ◽  
Author(s):  
Anna Serbati
Keyword(s):  
Case Studies ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
Structured Interviews ◽  
Pedagogical Content ◽  
Academic Innovation ◽  
Starting Point ◽  
Multiple Case ◽  
Student Centred Learning ◽  
Teaching Learning

<p>The rationale of the present paper is to investigate and stimulate a reflection on <em>the Tuning contribution to academic innovation </em>through the collection of case studies among some Tuning projects, focussing on methods and tools to implement successful and <em>innovative approaches to learning, teaching</em>, and assessment appropriate for <em>competence-based approach (CBA)</em>. In order to deepen these concepts, a conceptual framework on competence-based approach and student-centred learning will be presented, particularly focussing <em>teacher conceptions of teaching </em>as well as <em>pedagogical content knowledge </em>and their influence on teaching practices<em>. </em>The Tuning contribution in supporting academic innovation will then be deepened, through a <em>macro-level overview of the methodology</em>, and a synoptic table of cross-cutting themes identified across the Tuning projects will be the starting point of the empirical part of this study. Moreover, the <em>multiple case studies </em>conducted through semi-structured interviews with teachers from Higher Education Institutes involved in previous completed Tuning projects will be presented. Research design, sampling and data analysis will be described, and major findings will be presented. Results show a general understanding, but with different perspectives on the competence based approach as well as appropriate teaching and learning methods applied worldwide within the CBA framework. Outlines on the Tuning contribution to academic innovation in this framework will be offered, by identifying main strengths, weaknesses, threats and opportunities of the methodology. Suggestions and guidelines for future projects, training and researches of the Tuning Academy are provided for possible implementation, highlighting the relationship <em>between teaching, learning and research.</em></p>

O CONHECIMENTO PEDAGÓGICO DO CONTEÚDO E A DIDÁTICA ESPECÍFICA DOS PROFESSORES DE GEOGRAFIA

2020 ◽  
Vol 10 (20) ◽  
pp. 49-71
Author(s):  
José Ricardo De Oliveira ◽  
Claudivan Sanches Lopes
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
Pedagogical Knowledge ◽  
Structured Interviews ◽  
Geographic Education ◽  
Pedagogical Strategies ◽  
Pedagogical Content ◽  
Analysis Methodology ◽  
Regional Center ◽  
Pedagogical Action

Este artigo contempla parte de nossa pesquisa de mestrado, a qual teve como principal objetivo analisar as estratégias didático- pedagógicas utilizadas por professores de Geografia, experientes e bem-sucedidos, que atuam na Educação Básica em escolas que pertencem ao Núcleo Regional de Maringá-PR, nos anos finais do Ensino Fundamental e Ensino Médio. Para entendermos como estes organizavam suas ações em sala de aula, cujas práticas docentes precisam conduzir os alunos a uma educação geográfica, adotamos como principal referencial teórico os estudos de Lee S. Shulman sobre a Base de Conhecimentos, em especial o Conhecimento Pedagógico do Conteúdo – CPC, que os professores necessitam para o exercício da docência, e o processo de Raciocínio e Ação Pedagógica – RAP, que retrata como os conhecimentos docentes são acionados, relacionados e construídos durante o processo de ensinar e aprender. Na metodologia adotada para esta investigação privilegiamos os aspectos qualitativos através de entrevistas individuais e semiestruturadas e observações de aulas, e realizamos a análise dos dados obtidos via metodologia da análise de conteúdo. Os resultados da pesquisa esclareceram que quando os professores acionam e mobilizam o CPC em suas aulas, a Didática da Geografia é potencializada, facilitando a compreensão e a importância desses conteúdos para os alunos. PALAVRAS-CHAVE Conhecimento Pedagógico do Conteúdo, Processo de raciocínio e ação pedagógica, Didática da Geografia, Formação do professor de Geografia.   THE DEVELOPMENT OF PEDAGOGICAL KNOWLEDGE OF CONTENT AND THE SPECIFIC DIDACTICS OF TEACHERS OF GEOGRAPHY ABSTRACT This article includes part of our master's research, which had as main objective to analyze the didactic-pedagogical strategies used by Geography teachers, experienced and successful, who work in Basic Education in schools that belong to the Educational Regional Center of Maringá-PR, in the final years of elementary and high school. In order to understand how teachers organized their actions in the classroom, whose teaching practices need to lead students to geographic education, we adopted Lee S. Shulman's studies on the Knowledge Base, especially the Pedagogical Knowledge of the Content - CPC, which teachers need for the exercise of teaching and the process of Reasoning and Pedagogical Action - RAP, which portrays how teaching knowledge is triggered, related and constructed during the process of teaching and learning. Therefore, the methodology adopted for this investigation privileged the qualitative aspects through individual and semi-structured interviews and observations of classes, whose analysis of the data obtained was carried out by the content analysis methodology. The results of the research clarified that, when teachers activate and mobilize the CPC in their classes, the Didactics of Geography is enhanced, facilitating the understanding and the importance of these contents for students. KEYWORDS Pedagogical Content Knowledge, Pedagogical action and reasoning process, Didactics of Geography, Geography teacher training.

Exploring the E-Learning Experiences of Academic Staff at a South African University

2018 ◽  
Vol 40 (1 & 2) ◽  
Author(s):  
Mncedisi Maphalala ◽  
Nhlanhla Mpofu
Keyword(s):  
Staff Development ◽  
South African ◽  
Teaching And Learning ◽  
Research Output ◽  
Single Case ◽  
Academic Staff ◽  
Learning Technologies ◽  
Structured Interviews ◽  
Resident Students ◽  
E Learning

While there is evidence of a burgeoning research output on academic staff’s e-learning acceptance and usage in universities, there is a paucity of studies that seek to understand the South African experience. Thus, the purpose of this study was to explore the experiences of academic staff with the uptake and use of e-learning innovations in teaching and learning in the context of a university in South Africa. Theoretically, the study was underpinned by activity theory. The study was qualitative in nature and an exploratory single case study design was employed. The participants comprised six purposively selected academic staff at a South African university. In the study, we used semi-structured interviews to gather the data required to answer the research questions. We analysed data using an inductive thematic framework following Braun and Clarke’s (2006) approach. The following themes emerged from the analysis: challenges with technology infrastructure and internet accessibility on campus, technical support for students and staff, staff development and training, difficulty in creating e-learning content, and challenges with non-resident students. Based on the findings we recommend an increased interactive and context-dependent e-learning support system for academic staff. In addition, to accelerate the acceptance and effective use of e-learning technologies there is a need for collaborative and peer-oriented activities that develop the knowledge of academic staff.

Exploring the complexity of teaching: the interaction between teacher self-regulation and pedagogical content knowledge

2017 ◽  
Vol 18 (1) ◽  
pp. 250-270 ◽  
Author(s):  
Esen Uzuntiryaki-Kondakci ◽  
Betül Demirdöğen ◽  
Fatma Nur Akın ◽  
Aysegul Tarkin ◽  
Sevgi Aydın-Günbatar
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practice ◽  
Self Regulation ◽  
Teacher Education Programs ◽  
Structured Interviews ◽  
Design Data ◽  
Pedagogical Content ◽  
Video Recordings

This study combined two important frameworks—teacher self-regulation and pedagogical content knowledge (PCK)—to reveal whether they were related to each other. To fulfill this aim, researchers utilized a case-study design. Data were collected from five preservice chemistry teachers through semi-structured interviews, lesson plans in the form of content representations, and video recordings of teaching practice. Both deductive and inductive analyses were used to analyze the data. Results indicated that preservice teachers utilized different PCK components in each self-regulation phase. They were good at regulating their teaching when they had developed PCK components. Especially, a lack of subject matter knowledge accounted for ineffective self-regulation in teaching. The findings of this study imply that teacher education programs should provide meaningful opportunities to preservice teachers for improving both their self-regulation for teaching and PCK.

scholarly journals Effectiveness of Study Centres in Supporting Open and Distance Learning at Makerere University

1970 ◽  
Vol 10 (1) ◽  
pp. 45-59
Author(s):  
Nabushawo Harriet Mutambo ◽  
Jessica Norah Aguti ◽  
Mark Harriet Winterbottom
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
Survey Design ◽  
Technological Advancement ◽  
Design Data ◽  
Learner Support ◽  
Documentary Analysis ◽  
Number Of Factors ◽  
Open And Distance Learning ◽  
The University

In open and distance learning (ODL), the teacher and student are separated in time and space for most of the time. To ensure continuity of teaching and learning, learner support mechanisms are required. Rumble (1992) contends that for effective support these mechanisms should be decentralized and accessible to students. It is with this understanding that this study examined the effectiveness of Makerere University’s study centres in supporting teaching and learning in its ODL programmes. Following a survey design, data was elicited from 422 respondents who included students and staff of the University. This was done using questionnaires, interviews, focus group discussions and documentary analysis. The findings were that the centres are relevant to offering remote learner support, especially given the low level of technological advancement in Uganda. However, due to a number of factors, the centres are not offering satisfactory support to the students. These include the centres’ indistinct status and mandate; gaps in the University’s policies and understanding of ODL; inadequate funding of the centres; communication gaps between the centres and their coordinating unit at the University’s main campus; inadequacy of study, ICT and human resources at the centres; and unconducive location and opening hours of the centres. Recommendations for the better performance of the centres are discussed.

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