UNIVERSITY OF PRETORIA FACULTY OF EDUCATION EARLY CHILDHOOD

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UNIVERSITY OF PRETORIA FACULTY OF EDUCATION EARLY CHILDHOOD EDUCATION HONOURS RESEARCH PROJECT [The impact

UNIVERSITY OF PRETORIA FACULTY OF EDUCATION EARLY CHILDHOOD EDUCATION HONOURS RESEARCH PROJECT [The impact of technology on Foundation Phase teachers teaching literacy in the 21 st century] Claudia Tredoux & Upasna Maharaj 1

INTRODUCTION “Literacy is much more than an educational priority – it is the ultimate

INTRODUCTION “Literacy is much more than an educational priority – it is the ultimate investment in the future and the first step towards all the new forms of literacy required in the twenty-first century. ” - Irina Bokova, UNESCO Director General 2

INTRODUCTION CONTINUE • Literacy skills versus digital literacy skills • As current researchers and

INTRODUCTION CONTINUE • Literacy skills versus digital literacy skills • As current researchers and future teachers we believe it is necessary to understand the impact of technology on Foundation Phase teachers • Will the use of technology pave the way for literacy teaching or will it cripple the system? 3

RESEARCH QUESTIONS Primary Research Question • What impact does the use of technology have

RESEARCH QUESTIONS Primary Research Question • What impact does the use of technology have on Foundation Phase teachers who teach literacy in the 21 st century? Secondary Research Questions • What are the potential challenges of using technology for Foundation Phase teachers who teach literacy in the 21 st century? • What are the potential benefits of using technology for Foundation Phase teachers who teach literacy in the 21 st century? 4

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LITERATURE REVIEW 6

LITERATURE REVIEW 6

THEORETICAL FRAMEWORK Technological Knowledge (TK) Knowledge of the use of technology Content Knowledge (CK)

THEORETICAL FRAMEWORK Technological Knowledge (TK) Knowledge of the use of technology Content Knowledge (CK) Pedagogical Knowledge (PK) The act of teaching Knowledge of the subject matter 7

THEORETICAL FRAMEWORK Technological Pedagogical Knowledge (TPK) The act of teaching using technology Content Knowledge

THEORETICAL FRAMEWORK Technological Pedagogical Knowledge (TPK) The act of teaching using technology Content Knowledge (TCK) Knowledge of subject matter using technology Pedagogical Content Knowledge (PCK) Combining pedagogy with subject matter 8

RESEARCH METHODOLOGY Research Design: Qualitative Research Approach Research Paradigm: Interpretivist Paradigm Sampling: Purposive Non-Probability

RESEARCH METHODOLOGY Research Design: Qualitative Research Approach Research Paradigm: Interpretivist Paradigm Sampling: Purposive Non-Probability Sampling (Sampling criteria: Foundation Phase teachers within the 25 -35 age group, who make use of technology when teaching literacy at a private or government school in South Africa. Participants had to have a minimum of 2 years of teaching experience. ) Data Collection Methods: Semi-Structured Interviews, Observation Checklists and Observational Field Notes Data Analysis Method: Inductive Analysis 9

RESEARCH FINDINGS Category 1: Teachers 7 4 Challenges Benefits 7 6 10 0 2

RESEARCH FINDINGS Category 1: Teachers 7 4 Challenges Benefits 7 6 10 0 2 4 6 8 10 Traditional Teaching Methods Irreplaceable Unreliable 0 2 4 6 8 10 Mobile Usable in Other Disciplines Valuable 10

RESEARCH FINDINGS CONTINUE Category 2: Learners 4 Challenges 6 5 Benefits 6 5 0

RESEARCH FINDINGS CONTINUE Category 2: Learners 4 Challenges 6 5 Benefits 6 5 0 2 4 7 6 8 10 0 2 4 6 8 10 Dislike Absence of Technology Screen Time Learning Styles Technology Focused Respond Well 11

RESEARCH FINDINGS CONTINUE Category 3: School 3 Support Encouragement 6 0 9 3 Training

RESEARCH FINDINGS CONTINUE Category 3: School 3 Support Encouragement 6 0 9 3 Training 10 0 2 4 No 6 8 10 Yes 12

CONCLUDING FINDING 5 Beliefs 2 8 0 2 4 6 8 10 Balance No,

CONCLUDING FINDING 5 Beliefs 2 8 0 2 4 6 8 10 Balance No, it is not the future Yes, it is the future 13

CONCLUSION • Three CATEGORIES (Teachers, Learners and School) and corresponding THEMES (Challenges, Benefits, Beliefs,

CONCLUSION • Three CATEGORIES (Teachers, Learners and School) and corresponding THEMES (Challenges, Benefits, Beliefs, Training, Encouragement and Support). • The use of technology has a positive impact on Foundation Phase teachers who teach literacy in the 21 st century. • The use of technology to teach literacy is the future of teaching and learning. 14

RECOMMENDATIONS • Future research could investigate possible solutions to the challenges teachers are experiencing

RECOMMENDATIONS • Future research could investigate possible solutions to the challenges teachers are experiencing when making use of technology in the classroom • Schools should embrace the use of technology in the classroom and provide training, encouragement and support 15

THANK YOU! 16

THANK YOU! 16