GATE WEEKGLOBAL ACADEMIC TEACHER

EDUCATION

“TECHNOLOGY USE IN TEACHER EDUCATION”

KU LEUVEN, BELGIUM

Prof Saloshna Vandeyar

Context University of Pretoria

Faculty of Education

Teacher training

Undergraduate B Ed degree (teachers grade R-12)

Aligned to national policy (MRTEQ)

ICT as a relevant and important knowledge requirement for pre-service teachers

Technology use in teacher education

Teaching modelBlended/Hybrid learning - lectures, practical,

tutorials

Access to the online learning management system called ClickUp

Training in the use of the LMS:

undergraduates – compulsory modules

postgraduates – Dept of Education Innovation

Access to the LMS online portal through any (internet-enabled) mobile device and they can also perform administrative functions.

Technology use in teacher education

Access: 6000 computers; Wifi hotspots

All student teachers are expected to be ICT competent.

Compulsory module at third year level is taught to approximately 1000 students called “Technology for 21st century education in a globalized and socialized world”.

This module attempts to illustrate possibilities and influence of ICT in education.

Technology use in teacher education

“What technology is used”?

Blackboard learning management system (LMS).

Lecture theatres are adequately equipped with large screens, data projectors and Wi-Fi connectivity.

Lecturers have their own laptops. Lecturers may opt to use mobile technology to enhance their teaching using ‘in the moment’ assessment software such as Kahoot.

“By whom is the technology used?”

The LMS is used by lecturers as a platform for teaching and learning.

Not extensively, some dept, not others. Although significant training for lecturing staff is available, the system is used marginally.

In cases where the LMS is used, the characteristics of the LMS is used only marginally for teaching and learning - disseminating subject matter content.

The extensive teaching and learning tools such as mobile assessments, peer assessments, collaborative learning spaces, discussion forums, links to external open education resources (YouTube) etc. are not used extensively.

To encourage a blended learning approach.

Many students do not have access to technology. In cases where they do have access to smart phones (majority of students), their access to internet connectivity still hampers access to the online LMS.

Thus the application of communication, assignment submissions, and mobile assessments on the LMS platform would still hamper teaching and learning.

“What is the purpose of technology use in this case?”

“Why was this particular technology selected?”

LMS was the technology of choice offering varied opportunities for Blended Learning.

The university does not promote empirical studies that are focussed on its own students claiming that it is a form of ‘navel gazing’ thus the “what are the effects/experiences?”of students has not been established.

Preparation of students to use technology in their future practice as teachers

Professional Development Framework for Digital Learning (DBE) policy document

Aim -to build educator competencies in facilitating learning with digital tools and resources.

This policy identifies thirteen competencies for eg.:

• Adopt the habit of an enquiring mind regarding the educational value of using digital tools and resources;

• Demonstrate commitment to the vision for digital learning in the province, district and school;

• Initiate peer support and collaborative, work-place learning).

These represent skills to which teachers using digital tools and content resources can aspire.

Preparation of students to use technology in their future practice as teachers

Professional Development Framework for Digital Learning indicators for each competency as a guideline for beginner teachers.

An online portal has been developed by National Education for preservice teachers to perform a self-evaluation of their digital competencies. The system offers online courses to student teachers to enhance their digital skills.

There is little integration of technology into the lecturing practices.

A few modules in ICT are offered at most HE to beginner teachers’ education. Merely enhance the ICT skills of beginner teachers, rarely impact on enhancing their pedagogical practice in classrooms.

At the PGCE level - module that is particularly focused on enhancing the pedagogy of pre-service teachers in the use of technology. The module identifies constructivist principles in the teaching practice of teachers.

Preparation of students to use technology in their future practice as teachers

Technology use in the future practice of teachers exacerbated by inequalities that exist in schools.

Huge discrepancies - access to relevant technologies at schools.

The digital divide may significantly impact on use of technology in student teachers practices.

The South African education system has significant socio-cultural and socio-economic differences.

Preparation of students to use technology in their future practice as teachers

1. The appropriation of the e-Education policy in South African Schools

2. Systemic policy implementation: Policy intermediaries and the reform of e-Education in South Africa

3. ICT Policy in Schools: ‘Windows’ on Teachers’ Beliefs and Attitudes about School ICT Policy Statements

4. Practice as Policy in ICT for Education: Catalysing communities of practice in education in South Africa

5. A window to teachers’ ICT practices: Discerning between pedagogy and teaching

6. Pre-service teachers: Educational Technology & Social Media - The influence of technology, in particular social networking, on pre-service teacher's identity?

“Projects”

7. Agents of change: exceptional patterns of ICT practice:

This study aims to understand how teachers that engage in situated learning and

communities of practice, operate as change agents in the use of ICT in teaching and learning. This study also investigates exceptional patterns of good practices and the innovative development of pedagogy in the use of ICT in teaching and learning within a particular sociocultural context.

Current with PhD students:

1. The influence of ICT on the teaching practice of academics at a HEI

2. Using virtual reality tools to enhance teaching and learning.

3. The influence of Open Education Resources on beginner teachers practice

It’s time for Africa!

Thank You