UNIVERSITY OF PRETORIA FACULTY OF EDUCATION EARLY CHILDHOOD
- Slides: 16
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 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 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 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
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 (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 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 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 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 10 0 2 4 No 6 8 10 Yes 12
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, 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 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
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