A "Teacher Tablet Toolkit" to Meet the Challenges Posed by 21st Century Rural Teaching and Learning Environments

Autor/inn/en	Botha, Adèle; Herselman, Marlien
Titel	A "Teacher Tablet Toolkit" to Meet the Challenges Posed by 21st Century Rural Teaching and Learning Environments
Quelle	In: South African Journal of Education, 35 (2015) 4, Artikel 1218 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Botha, Adèle) ORCID (Herselman, Marlien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Educational Environment; Rural Education; Faculty Development; Learning Modules; Program Development; Technology Integration; Classroom Techniques; Educational Practices; Technological Literacy; Pedagogical Content Knowledge; Teacher Responsibility; Collegiality; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ländliche Erwachsenenbildung; Learning module; Lernmodul; Programmplanung; Klassenführung; Bildungspraxis; Technisches Wissen; Pädagogische Kompetenz; Lehrverpflichtung; Kollegialität; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article draws upon the experiences gained in participating in an Information and Communication Technology for Rural Education (ICT4RED) initiative, as part of a larger Technology for Rural Education project (TECH4RED) in Cofimvaba in the Eastern Cape Province of South Africa. The aim of this paper is to describe the conceptualisation, design and application of an innovative teacher professional development course for rural teachers, enabling them to use tablets to support teaching and learning in their classrooms. The course, as outcome, is presented as a "Teacher Tablet Toolkit," designed to meet the challenges inherent to the 21st century rural technology enhanced teaching and learning environment. The paper documents and motivates design decisions, derived from literature and adapted through three iterations of a Design Science Research Process, to be incorporated in the ICT4RED Teacher Professional Development Course. The resulting course aims to equip participating teachers with a toolkit consisting of technology hardware, pragmatic pedagogical and technology knowledge and skills, and practice based experience. The significance of game design elements such as simulation and fun, technology in need rather than in case, adequate scaffolding and a clear learning path with interim learning goals are noted. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01