Overcoming the limited interactivity in telematic sessions for

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 • 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

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 Whats. App conversations • potential of the mobile Whats. App 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.

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

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).

A SYNTHESIS OF 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)

RESEARCH QUESTIONS • How can the Whats. App 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-tostudent, and vice versa) as a professional learning community?

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.

PARTICIPANTS Distribution of participating teachers by highest qualification and teaching experience January 2014 cohort description Highest qualification Teaching experience Diploma Degree Total TE≤ 5 TE≤ 10 10<TE Mathematics Primary 7 3 10 3 2 4 Mathematics Secondary 15 12 27 8 3 17 Sub-total 22 15 37 11 5 21 Natural Sciences Primary 15 5 20 1 4 15 Natural Sciences Secondary 11 5 16 3 4 9 Sub-total 26 10 36 4 8 24 48 25 73 15 13 45 Total

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

FINDINGS AND DISCUSSION OF FINDINGS Using Whats. App conversations to facilitate learning of maths and science content

A: Facilitator initiated discussion Whats. App 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 3 D plant cells SUNCEP Facilitator 1

B: Teacher initiated conversations about mathematics and science content Whats. App 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.

FINDINGS AND DISCUSSION OF FINDINGS Using Whats. App conversations to actively engage teachers

Whats. App 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 Teacher 3 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

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

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 - R 10, 00, Salt - R 7, 00, Oil - R 25, Fish - R 40, 00, Total = R 82, 00 So Matome left the house around 11 am and at 3 pm 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!

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

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