Botha, AdèleHerselman, Martha EMusgrave, SJaeschke, G2018-02-212018-02-212017-10Botha, A. et al. 2017. Dimensional evaluation of a rural mobile learning teacher professional development curriculum. UNISA ISTE International 2017 Conference, 23-26 October 2017, Mopani Camp, Kruger National Park, Limpopo, South Africahttps://goo.gl/bZGUA5http://www.unisa.ac.za/static/corporate_web/Content/Colleges/CGS/documents/Iste%20Final%20program%20%20-%202017-10-20.dochttp://hdl.handle.net/10204/10048Paper presented at UNISA ISTE International 2017 Conference, 23-26 October 2017, Mopani Camp, Kruger National Park, Limpopo, South AfricaThe aim of this paper is to describe the adaption and scaled application of a Teacher Professional Development (TPD) course, towards, not only changing classroom practice, but empowering teachers to become lifelong learners. The ICT for Rural Education Development (ICT4RED) TPD Curriculum was designed and validated as a standalone intervention in a single district, for rural teachers, but did it carry Higher Education Institution accreditation. This implementation gap is addressed in its adaption to a Short Learning Programme which will be part of a module towards the Advanced Certificate in Teaching at the University of the Free State (UFS) as part of the DRDLR ICT4E project. This adaption necessitated some reflection on methodology and methods implemented and presented opportunities to incorporate experiences gained at the IDEA Lab at the UFS. The research initiative applied Evaluation research as a research methodology, through considering the Technological Pedagogical Content Knowledge (TPACK) model, working hypotheses were developed to capture the various dimensions of the rural mobile learning ICT4RED TPD Curriculum. These dimensions were evaluated and prioritised by reflecting on the requirements that the accreditation and scaling would impose. The results of the evaluation are presented and the outcomes and the subsequent design decisions are outlined and discussed.enLifelong LearningRural EducationMobile learningTeacher Professional developmentTechnological Pedagogical Content KnowledgeTPACKConference PresentationBotha, A., Herselman, M. E., Musgrave, S., & Jaeschke, G. (2017). Dimensional evaluation of a rural mobile learning teacher professional development curriculum. Unisa. http://hdl.handle.net/10204/10048Botha, Adèle, Martha E Herselman, S Musgrave, and G Jaeschke. "Dimensional evaluation of a rural mobile learning teacher professional development curriculum." (2017): http://hdl.handle.net/10204/10048Botha A, Herselman ME, Musgrave S, Jaeschke G, Dimensional evaluation of a rural mobile learning teacher professional development curriculum; Unisa; 2017. http://hdl.handle.net/10204/10048 .TY - Conference Presentation AU - Botha, Adèle AU - Herselman, Martha E AU - Musgrave, S AU - Jaeschke, G AB - The aim of this paper is to describe the adaption and scaled application of a Teacher Professional Development (TPD) course, towards, not only changing classroom practice, but empowering teachers to become lifelong learners. The ICT for Rural Education Development (ICT4RED) TPD Curriculum was designed and validated as a standalone intervention in a single district, for rural teachers, but did it carry Higher Education Institution accreditation. This implementation gap is addressed in its adaption to a Short Learning Programme which will be part of a module towards the Advanced Certificate in Teaching at the University of the Free State (UFS) as part of the DRDLR ICT4E project. This adaption necessitated some reflection on methodology and methods implemented and presented opportunities to incorporate experiences gained at the IDEA Lab at the UFS. The research initiative applied Evaluation research as a research methodology, through considering the Technological Pedagogical Content Knowledge (TPACK) model, working hypotheses were developed to capture the various dimensions of the rural mobile learning ICT4RED TPD Curriculum. These dimensions were evaluated and prioritised by reflecting on the requirements that the accreditation and scaling would impose. The results of the evaluation are presented and the outcomes and the subsequent design decisions are outlined and discussed. DA - 2017-10 DB - ResearchSpace DP - CSIR KW - Lifelong Learning KW - Rural Education KW - Mobile learning KW - Teacher Professional development KW - Technological Pedagogical Content Knowledge KW - TPACK LK - https://researchspace.csir.co.za PY - 2017 T1 - Dimensional evaluation of a rural mobile learning teacher professional development curriculum TI - Dimensional evaluation of a rural mobile learning teacher professional development curriculum UR - http://hdl.handle.net/10204/10048 ER -