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Mdutshekelwa C. Ndlovu Pauline W. Hanekom Stellenbosch University Centre for Pedagogy

Overcoming the limited interactivity in telematic sessions for in-service secondary mathematics and science teachers . Mdutshekelwa C. Ndlovu Pauline W. Hanekom Stellenbosch University Centre for Pedagogy ( SOUTH AFRICA). INTRODUCTION.

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Mdutshekelwa C. Ndlovu Pauline W. Hanekom Stellenbosch University Centre for Pedagogy

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  1. Overcoming the limited interactivity in telematic sessions for in-service secondary mathematics and science teachers Mdutshekelwa C. Ndlovu Pauline W. Hanekom Stellenbosch University Centre for Pedagogy (SOUTH AFRICA)

  2. INTRODUCTION • The need for relevant and effective teacher professional development (TPD) • in Maths and Sciences globally • student achievement in international studies (TIMSS & PISA) • the quality of an education system cannot exceed the quality of its teachers (Karpati, 2009) • SUNCEP: TPD provider on behalf of the Faculty of Education by means of a blended model

  3. A BENDED LEARNING MODEL OF TEACHER PROFESSIONAL DEVELOPMENT • Senior Phase Mathematics and Natural Science Teachers (grades 7-9) • a mix of contact (face-to-face) sessions, telematics sessions and WhatsAppconversations • potential of the mobile WhatsApp instant messaging service to enhance the effectiveness of the teacher professional learning (TPL) as a LMS • to complement or overcome the limited interactivity that comes with distance (off-campus) learning.

  4. THEORETICAL FRAMEWORK FOR BLENDED LEARNING INFORMING THE DESIGN OF THE STUDY • insufficiency of teaching principles and theories for e-learning • should target analysis, design, development, support, and management of e-learning materials and learning interactions pedagogically • Aim: Engage learners via social network platform • Increase comprehension • Reflect on and share experiences from classroom • Offer pedagogical solutions thus enhancing teacher learning

  5. CONCEPTUAL FRAMEWORK FOR TEACHER PROFESSIONAL DEVELOPMENT Fig. 1: Proposed core conceptual framework for studying the effects of professional development on teachers and student (Adapted from Desimone 2009, p. 185).

  6. A SYNTHESIS OF THE THEORETICAL AND CONCEPTUAL FRAMEWORKS Both: • emphasise effective interaction between participants and content (Guskey’s Level 2) • emphasise cognitive growth through active engagement with the learning process and the materials or media • convergent about co-participation in a community of learning both within and among the adult learners and between participants and the facilitators (Guskey’s Level 4) • NB: the impact on practice - directly affecting the quality of student achievement (Guskey’s Level 6)

  7. RESEARCH QUESTIONS • How can the WhatsApp chat messenger conversations facilitate the learning of mathematical and scientific content among in-service teachers? • How actively involved in educational and pedagogical conversations can in-service teachers be? • To what extent were participants able to converse one with another (learner-to-learner), facilitator-to-student, and vice versa) as a professional learning community?

  8. RESEARCH METHODOLOGY • Qualitative approach • Case study method Problematizing an aspect of a particular teacher professional development programme, at a specific time interval (2014) and in a specific geographical location – the Western Cape Province of South Africa.

  9. PARTICIPANTS

  10. DATA COLLECTION AND ANALYSIS COLLECTION: • Excerpts of conversations collected from WhatsApp instant messaging service • affordable with enhanced multimedia capabilities • group function for synchronous discussions • Limited symbolic interface: use imaging/photos ANALYSIS: • Content and discourse analysis

  11. FINDINGS AND DISCUSSION OF FINDINGS Using WhatsApp conversations to facilitate learning of maths and science content

  12. A: Facilitator initiated discussion WhatsApp Extract 1: 03/02/2014 [Facilitator prompting for classroom feedback] 2/3/2014 06:58: SUNCEP Facilitator 1: What are you planning for your Science classes this week? 2/3/2014 07:05: Teacher 2: Gr 5…Types of animals: vertebrates and invertebrates. Presentations for week’s lessons completed 2/3/2014 07:36: Teacher 2: No SUNCEP Facilitator 1. Haven’t received anything from their side. Can I look on their website? 2/3/2014 07:39: SUNCEP Facilitator 1: Yes, it’s free to download from www.thunderboltkids.co.za Afrikaans and English and teacher guides. Plus references to videos and animations. 2/3/2014 16:34: Teacher 1: Gr 9. ..Microscope…Study plant/animal cell 2/3/2014 16:36: SUNCEP Facilitator 1: Oh, take photo’s 2/3/2014 17:30: Teacher 8: Doing practical with one class for 2 periods tomorrow the other class with double period…epidermal cells from the onion just one microscope but we manage 2/3/2014 17:36: Teacher 8: Feels good when you hear the learners saying WOW! And that they have learnt something 2/3/2014 18:39: Teacher 6: Cells (they build); tissues and organs and systems. …. Greetings 2/3/2014 20:37: Teacher 16: Here follows a few of the children’s 3D plant cells SUNCEP Facilitator 1

  13. B: Teacher initiated conversations about mathematics and science content WhatsApp Extract 2: 19/02/2014 and 20/02/2014 [Teacher asking for assistance with a Physical Sciences question that a learner had asked him] 2/19/2014 22:44: Teacher 3: One of my learners asked me the following question: If an ionic molecule contains 47.26% (m/m) Cu and 57.74% (m/m) chloride ions. What is the oxidation state of the chloride copper ion? Mass percentage = % (m/m). It is part of dimensional analysis. Thank you. 2/20/2014 06:27: SUNCEP Facilitator 1: Teacher 3, I’m a Biology soul – I have no idea! SUNCEP Facilitator 3, any ideas? [SUNCEP Facilitator 3 phoned Teacher 3 and explained it to him.] 2/20/2014 07:42: Teacher 3: I want to express my thanks to SUNCEP Facilitator 3. Nice to have friends in higher places. 2/20/2014 07:45: SUNCEP Facilitator 3: Absolute pleasure 2/20/2014 09:08: SUNCEP Facilitator 3: 2/20/2014 09:10: SUNCEP Facilitator 3: Teacher 3, above is the solution to your question. We were both incorrect this morning. Maybe it was too early or the coffee was too weak! 2/20/2014 09:23: Teacher 3: Thank you SUNCEP Facilitator 3. In the beginning I thought it must be 2+. This is confirmation. Thanks.

  14. FINDINGS AND DISCUSSION OF FINDINGS Using WhatsApp conversations to actively engage teachers

  15. WhatsApp Extract 3: 05/02/2014 and 06/20/2014 [Teacher asking assistance for chemical that’s not available in his school lab] 2/5/2014 19:36: Teacher 8: Colleagues help…? Pharmacy close by only sells decolourized iodine, has anyone used it yet please let me know 2/5/2014 19:41: SUNCEP Facilitator 1: I don’t think it will work for the iodine test, because it doesn’t have any colour. Maybe you should buy a small bottle and test on some paper. 2/5/2014 19:43: Teacher 8: Thank you SUNCEP Facilitator 1 will do so 2/5/2014 19:43: Teacher 16: Isn’t there a neighbouring school that can help? 2/5/2014 19:43: SUNCEP Facilitator 1: I quickly did an internet search, no it will not work. There is chlorine which will make it fail. Can anybody assist Teacher 8 please? 2/5/2014 19:44: Teacher 8: Thought of Teacher 18 thank you Teacher 16 2/5/2014 19:46: Teacher 16: Ok I have it in Mossel Bay. Is there anyone I can send it with? 2/5/2014 19:49: SUNCEP Facilitator 1: Maybe the Curriculum Advisor, District can help you? 2/5/2014 19:50: Teacher 8: Teacher 16 you are a star, will see if I can get someone to come over to you. 2/5/2014 20:01: Teacher 16: Just let me know when. 2/5/2014 20:06: Teacher 8: Will do so, thank you very much Teacher 16 2/6/2014 17:54: SUNCEP Facilitator 1: Teacher 8 did you manage with the iodine? 2/6/2014 17:57: Curriculum Advisor: Teacher 8…I’m a bit confused…are you in L__________? 2/6/2014 18:00: Teacher 3: Someone came to fetch iodine from me today. A courier. R____ 2/6/2014 18:05: Teacher 8: SUNCEP Facilitator 1 yes I must send a thousand thank you’s to Teacher3 and Teacher 16 both responded the network and colleagues are wonderful 2/6/2014 18:09: SUNCEP Facilitator 1: Thank you very much Teacher 3 and Teacher 16! Teacher 8, now I want the photo’s when you do the practical 2/6/2014 18:11: Teacher 8: Absolutely SUNCEP Facilitator 1 will do so next week

  16. FINDINGS AND DISCUSSION OF FINDINGS Using the WhatsApp platform to foster a learning community spirit through sharing experiences

  17. Extract 4: Expanding a binomial Response 2 to binomial expansion Matome was asked to go and buy things in the market. Due to Matome illiteracy, his Madam gave him a list to help him buy accurately.List: Milk - R10,00, Salt - R7,00,Oil - R25, Fish - R40,00, Total = R82,00 So Matome left the house around 11am and at 3pm he is not yet back from the market. The Madam was so worried and decided to call Matome on phone.Madam: Hello Matome what is holding you, you have stayed too long, what happened? Matome replied: I have bought the milk, salt, oil and fish but am looking for Total!

  18. CONCLUSION • WhatsApp chats or conversations can be used to focus on subject matter content needed by teachers • a promising role for WhatsApp messaging to promote networking among teachers, facilitators and district subject advisors • WhatsApp platform has the potential to engender a learning community spirit and break the professional isolation often experienced by teachers

  19. Questions or Comments? • Dr MduNdlovu: mcn@sun.ac.za • Mrs PW Hanekom: pwh@sun.ac.za

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