dc.contributor.author |
Botha, Adèle
|
|
dc.contributor.author |
Herselman, Martha E
|
|
dc.date.accessioned |
2017-07-28T09:38:59Z |
|
dc.date.available |
2017-07-28T09:38:59Z |
|
dc.date.issued |
2015-12 |
|
dc.identifier.citation |
Botha, A. and Herselman, M. 2015. Supporting teacher professional development to use tablets in resource constrained schools: A case study of Cofimvaba schools Eastern Cape province South Africa. Journal on Systemics, Cybernetics and Informatics: JSCI, pp20-27 |
en_US |
dc.identifier.issn |
1690-4524 |
|
dc.identifier.uri |
http://hdl.handle.net/10204/9432
|
|
dc.description |
Copyright 2015:International Institute of Informatics and Cybernetics |
en_US |
dc.description.abstract |
Over a period of three years, 360 teachers at 26 resource constrained schools in Cofimvaba, which lies in the Nciba district of the Eastern Cape Province of South Africa, have received training on how to integrate mobile tablets in their classrooms to support teaching and learning. The training modules combined the use of teaching strategies and fun with practical hands-on exercises which can be used in any type of subject for any grade when training teachers. Teachers embarked on a learning path attached to badges to reward their efforts and evidence of how they have applied their training in their classrooms. The purpose of this paper is to share this novel approach to teacher training in a unique context where schools are deprived of resources but still managed to successfully integrate mobile tablets in their classroom practices. These practices have changed the way teachers teach from standing with a textbook and chalk in front of a class sitting in rows, to standing with a tablet and learners are engaged in group work and using the tablets as a resource in a disconnected environment. The success of these training modules lies in the application of an approach of teach with and not to, earn as you learn and not just give technology, respect and humility, flexibility, innovation, creativity and co-creation. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
International Institute of Informatics and Cybernetics |
en_US |
dc.relation.ispartofseries |
Workflow;16245 |
|
dc.subject |
Teacher Professional Development |
en_US |
dc.subject |
Teaching Strategies |
en_US |
dc.subject |
Gamification Elements |
en_US |
dc.subject |
Rewards |
en_US |
dc.subject |
Mobile Technology |
en_US |
dc.subject |
Resource Constrained |
en_US |
dc.title |
Supporting teacher professional development to use tablets in resource constrained schools: a case study of Cofimvaba schools, Eastern Cape Province, South Africa |
en_US |
dc.type |
Article |
en_US |
dc.identifier.apacitation |
Botha, A., & Herselman, M. E. (2015). Supporting teacher professional development to use tablets in resource constrained schools: a case study of Cofimvaba schools, Eastern Cape Province, South Africa. http://hdl.handle.net/10204/9432 |
en_ZA |
dc.identifier.chicagocitation |
Botha, Adèle, and Martha E Herselman "Supporting teacher professional development to use tablets in resource constrained schools: a case study of Cofimvaba schools, Eastern Cape Province, South Africa." (2015) http://hdl.handle.net/10204/9432 |
en_ZA |
dc.identifier.vancouvercitation |
Botha A, Herselman ME. Supporting teacher professional development to use tablets in resource constrained schools: a case study of Cofimvaba schools, Eastern Cape Province, South Africa. 2015; http://hdl.handle.net/10204/9432. |
en_ZA |
dc.identifier.ris |
TY - Article
AU - Botha, Adèle
AU - Herselman, Martha E
AB - Over a period of three years, 360 teachers at 26 resource constrained schools in Cofimvaba, which lies in the Nciba district of the Eastern Cape Province of South Africa, have received training on how to integrate mobile tablets in their classrooms to support teaching and learning. The training modules combined the use of teaching strategies and fun with practical hands-on exercises which can be used in any type of subject for any grade when training teachers. Teachers embarked on a learning path attached to badges to reward their efforts and evidence of how they have applied their training in their classrooms. The purpose of this paper is to share this novel approach to teacher training in a unique context where schools are deprived of resources but still managed to successfully integrate mobile tablets in their classroom practices. These practices have changed the way teachers teach from standing with a textbook and chalk in front of a class sitting in rows, to standing with a tablet and learners are engaged in group work and using the tablets as a resource in a disconnected environment. The success of these training modules lies in the application of an approach of teach with and not to, earn as you learn and not just give technology, respect and humility, flexibility, innovation, creativity and co-creation.
DA - 2015-12
DB - ResearchSpace
DP - CSIR
KW - Teacher Professional Development
KW - Teaching Strategies
KW - Gamification Elements
KW - Rewards
KW - Mobile Technology
KW - Resource Constrained
LK - https://researchspace.csir.co.za
PY - 2015
SM - 1690-4524
T1 - Supporting teacher professional development to use tablets in resource constrained schools: a case study of Cofimvaba schools, Eastern Cape Province, South Africa
TI - Supporting teacher professional development to use tablets in resource constrained schools: a case study of Cofimvaba schools, Eastern Cape Province, South Africa
UR - http://hdl.handle.net/10204/9432
ER -
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en_ZA |