dc.contributor.author |
Botha, Adèle
|
|
dc.contributor.author |
Herselman, Martha E
|
|
dc.date.accessioned |
2017-06-07T07:09:26Z |
|
dc.date.available |
2017-06-07T07:09:26Z |
|
dc.date.issued |
2016-05 |
|
dc.identifier.citation |
Botha, A. and Herselman, M. 2016. Rural teachers as innovative co-creators: an intentional teacher professional development strategy. 2016 International Conference on Information Resources Management (CONF-IRM), 18-20 May 2016, Cape Town, South Africa |
en_US |
dc.identifier.uri |
http://aisel.aisnet.org/cgi/viewcontent.cgi?article=1054&context=confirm2016
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|
dc.identifier.uri |
http://hdl.handle.net/10204/9168
|
|
dc.description |
2016 International Conference on Information Resources Management (CONF-IRM), 18-20 May 2016, Cape Town, South Africa |
en_US |
dc.description.abstract |
The purpose of this paper is to provide insight into how rural teachers were empowered to become co-creators of innovative practices in their classrooms. The co-creation was operationalised as a merging of teachers existing knowledge of their subject, context and new knowledge of using mobile tablets towards enhancing their teaching practices in the Eastern Cape Province of South Africa over a period of 3 years. The intentional situating of teachers as co-creators was implementation through a Teacher Professional Development (TPD) course. The course consisted of 10 modules presented and completed over a one year period. The TPD course was developed as an artifact using Design Science as a methodology with three iterations of implementation to refine it. The development of the course and its iterative implementation and refinement was grounded in the Living Lab open innovation approach with elements of gamification and various stakeholders were incorporated. Technology endowments were integrated as part of the gamification and were dependant on predefined co-creation events. Each event was linked to a badge and teachers had to provide practice based evidence of how new knowledge, proficiencies and skills gained during the TPD sessions was adapted to their own subject and context knowledge and practically implemented in their classrooms. This presents an innovative way to introduce and use tablets in teaching and learning as teachers are acknowledged as domain and subject experts and through exposure to technology and pedagogical strategies in using the technology, they become co-creators of their own new enhanced classroom practice. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
AIS Electronic Library |
en_US |
dc.relation.ispartofseries |
Worklist;17735 |
|
dc.subject |
Teacher professional development |
en_US |
dc.subject |
TPD |
en_US |
dc.subject |
Rural teacher empowerment |
en_US |
dc.title |
Rural teachers as innovative co-creators: an intentional teacher professional development strategy |
en_US |
dc.type |
Conference Presentation |
en_US |
dc.identifier.apacitation |
Botha, A., & Herselman, M. E. (2016). Rural teachers as innovative co-creators: an intentional teacher professional development strategy. AIS Electronic Library. http://hdl.handle.net/10204/9168 |
en_ZA |
dc.identifier.chicagocitation |
Botha, Adèle, and Martha E Herselman. "Rural teachers as innovative co-creators: an intentional teacher professional development strategy." (2016): http://hdl.handle.net/10204/9168 |
en_ZA |
dc.identifier.vancouvercitation |
Botha A, Herselman ME, Rural teachers as innovative co-creators: an intentional teacher professional development strategy; AIS Electronic Library; 2016. http://hdl.handle.net/10204/9168 . |
en_ZA |
dc.identifier.ris |
TY - Conference Presentation
AU - Botha, Adèle
AU - Herselman, Martha E
AB - The purpose of this paper is to provide insight into how rural teachers were empowered to become co-creators of innovative practices in their classrooms. The co-creation was operationalised as a merging of teachers existing knowledge of their subject, context and new knowledge of using mobile tablets towards enhancing their teaching practices in the Eastern Cape Province of South Africa over a period of 3 years. The intentional situating of teachers as co-creators was implementation through a Teacher Professional Development (TPD) course. The course consisted of 10 modules presented and completed over a one year period. The TPD course was developed as an artifact using Design Science as a methodology with three iterations of implementation to refine it. The development of the course and its iterative implementation and refinement was grounded in the Living Lab open innovation approach with elements of gamification and various stakeholders were incorporated. Technology endowments were integrated as part of the gamification and were dependant on predefined co-creation events. Each event was linked to a badge and teachers had to provide practice based evidence of how new knowledge, proficiencies and skills gained during the TPD sessions was adapted to their own subject and context knowledge and practically implemented in their classrooms. This presents an innovative way to introduce and use tablets in teaching and learning as teachers are acknowledged as domain and subject experts and through exposure to technology and pedagogical strategies in using the technology, they become co-creators of their own new enhanced classroom practice.
DA - 2016-05
DB - ResearchSpace
DP - CSIR
KW - Teacher professional development
KW - TPD
KW - Rural teacher empowerment
LK - https://researchspace.csir.co.za
PY - 2016
T1 - Rural teachers as innovative co-creators: an intentional teacher professional development strategy
TI - Rural teachers as innovative co-creators: an intentional teacher professional development strategy
UR - http://hdl.handle.net/10204/9168
ER -
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en_ZA |