Teachers become cocreators through participation in a teacher professional development (<scp>TPD</scp>) course in a resource constraint environment in South Africa

Botha, Adéle; Herselman, Marlien

doi:10.1002/isd2.12007

Cited by 14 publications

(3 citation statements)

References 43 publications

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“…Finally, in the education field, gamification can be used for the cocreation and codevelopment of teaching resources because game design elements, such as simulation and fun, and technology endowment contribute to innovativeness (Botha & Herselman, 2018). In the same way, gamification can be applied to the health sector to encourage codevelopment and positively impact human wellbeing (Cheng, 2020).…”

Section: Resultsmentioning

confidence: 99%

Gamification approaches for open innovation implementation: A conceptual framework

et al. 2021

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In today's business environment, knowledge sources for innovation are widely distributed n the economy, pushing firms to shift from a closed to an open model of innovation. However, the successful implementation of an open innovation model requires overcoming the inertia that hinders organizations facing environmental changes. The aim of this research is to build a conceptual framework of how gamification approaches might help firms overcome inertia in open innovation implementation following an organizational change perspective. After a systematic literature review, we posit that a gamification approach can help firms overcome inertia shortcomings with respect to the three stages of organizational change that are needed to implement open innovation: unfreezing, moving and institutionalizing. This research sheds light on the barriers to open innovation and contributes to the theoretical literature on gamification. Organizations can take advantage of the new opportunities in gamification to manage the challenges of implementing an open innovation process.

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Section: Resultsmentioning

confidence: 99%

Gamification approaches for open innovation implementation: A conceptual framework

et al. 2021

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“…Educational technologists working with instructional designers and the lecturer, should select technologies that encourage active participation in the module, allowing for continual interactions with the lecturer, course materials, and other students. Botha and Herselman (2018) also point out that it is important to consider bandwidth that will be required when using the technology. Given our context in South Africa, where access to internet and stable connection is limited, consideration should be given so that no student is disadvantaged.…”

Section: Technological Choices In Hybrid Module Designmentioning

confidence: 99%

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2022

IJSSES

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This paper argues that, since epistemological access is at the centre of research on teaching and learning process in higher education, particularly in the South African context, it is therefore important to pay attention to how a hybrid module is designed such that it caters for such access for our students. It further argues that we will be doing ourselves a great harm if such an arduous task is perceived to be the sole responsibility of the subject matter experts (academics) and instructional designers alone, as this requires collaborative contributions of academics, educational technologists, instructional designers, academic developers, and student academic advisors. The involvement of the student academic advisors in the design process is to ensure that student experiences and voices are taken into consideration during the design process. The focus of the paper is narrowed down to the role that the overview page of a hybrid module plays in enhancing epistemological access for students. Hence, dual emphasis is placed on how accessibility and usability should be ensured in the design of the overview page of a hybrid module such that it encourages epistemological access for students. To achieve this, this paper provides an instructional guide on designing the overview page of a module to cater for accessibility and usability in ensuring epistemological access for our students in a hybrid learning environment.

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“…In February 2016, the Council of Science and Industrial Research (CSIR) in Pretoria, South Africa, signed a Project Specific Agreement with the Department of Rural Development and Land Reform (DRDLR) for implementing the DRDLR ICT for Education Project (ICT4E) over a period of three years. The aim is to integrate mobile technology into schools to facilitate improvement to the quality of teaching and learning, the scope of the DRDLR ICT4E Project covers (Botha & Herselman, 2018) amongst other things a focus on providing Teacher Professional Development through accredited training materials.…”

Section: Introductionmentioning

confidence: 99%

Findings From a Mobile Tablet Project Implementation in Rural South Africa

Herselman¹,

Botha²,

Dlamini³

et al. 2019

Proceedings of the 15th International Conference on Mobile Learning 2019

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The purpose of this paper is provide evidence of how the selected teachers at 24 schools in 7 provinces in South Africa reacted to questions pertaining to the extent of their prior training, attitudes towards technology, perceived self-confidence in integrating ICTs and finally using ICTs on a daily basis. The project is known as the Information Communications Technology for Education (ICT4E) project, funded by the Department of Rural Development and Land Reform (DRDLR) in South Africa, where teachers were trained in seven of the nine provinces in South Africa over a period of a year and a half to integrate mobile technology to support their teaching and learning at 24 schools. This project involved 197 teachers and 6895 learners. The methodology that was applied is a sequential explanatory mixed method approach where data was collected using firstly a survey (baseline survey), followed by one-to-one interviews. Data was analyzed using descriptive statistics (quantitative data) as well as coding through Nvivo (quantitative data). The main results indicated that more females (65.5%) than males were involved. Teachers mostly received training on the basics of computers in Education and are mainly using word processors for their work purposes. The average age of the teachers are 43 years and their mother tongue is mostly Setswana (21%). In general, they indicated a positive attitude towards getting training to use the mobile tablets but they did worry about their competence and knowledge in resolving technical issues if these may occur with the tablets. A high percentage indicated they use social media (96%) and 92% indicated that their schools have banned the use of a mobile phone. 95.4% of teachers felt comfortable to use a tablet to enhance their teaching and learning and they can teach in more effective ways (98%). The teachers were convinced (2%) that the mobile device will assist the learners to learn more.

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Teachers become cocreators through participation in a teacher professional development (TPD) course in a resource constraint environment in South Africa

Cited by 14 publications

References 43 publications

Gamification approaches for open innovation implementation: A conceptual framework

Gamification approaches for open innovation implementation: A conceptual framework

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Findings From a Mobile Tablet Project Implementation in Rural South Africa

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