نوآوری‌ها در تدریس و یادگیری آنلاین: مطالعات موردی از مربیان معلم در آفریقای جنوبی در دوران COVID-19

"This book's research is on online pedagogical approaches devised by teacher educators and researchers to circumvent a face-to-face curriculum delivery during the COVID-19 pandemic. The challenge faced by educators was that they were uncertain of how to use digital technologies in teaching, learning and assessment productively. This book reports on case studies on teaching student teachers with technology in a way that advanced not only communication but also the cognitive growth of students in relation to disciplinary knowledge. The scholars from South African universities used both conceptual and empirical methodologies, mostly in qualitative set-ups. The scholarly contributions in this book are varied. They cover theoretical nuances for ICT use in education, considerations for the use of computers in the classroom, pedagogical thinking and pedagogical integration of ICTs in education, affordances of iPads in visible teaching and learning, supporting student cognition in Languages, Mathematics, Science, Engineering Graphics and Design with ICTs. The use of software applications such as GeoGebra and Excel in teaching and learning mathematics is researched, among others. The rich discussions that emerged from their research enable academics to learn from ‘others’ innovative moments that came as a result of pandemic pressure. The recommendations in this book can be used in blended learning beyond the COVID-19 era, as curriculum delivery methods are bound to change. The value of this book is that it reports on pedagogical innovations in using digital technologies in teacher education. Researchers have an opportunity to learn from this book how to deal with the tantalising teaching and learning problem of our time: How can the use of digital technology transform teaching and learning in general and teacher education in particular?."-- Publisher's description Front Cover Contents Abbreviations and acronyms, figures and tables appearing in the text and notes List of abbreviations and acronyms List of figures List of tables Acknowledgements Notes on contributors Part 1 Issues of ICT integration in teacher education Chapter 1 Computers in the classroom: What informs what we teach the teachers? Abstract Introduction Behaviourism Cognitivism Constructivism Socioculturalism Embodiment Conclusion Chapter 2 Computers and care? How can ICT integration help to build supportive PLC in ITE? Abstract Introduction Personal learning communities The role of information communication technologies in teacher professional development Theoretical and analytical framework: Through the lens of social realism Towards information communication technology integration to foster professional learning communities Fostering connection and care: Information communication technology enablement, constraints and practical examples Enablement Constraints Practical examples Discussion: Role of ITE – challenging ourselves to do better Structure Culture Agency Conclusion Chapter 3 The praxis of critical digital pedagogic practices in initial teacher education Abstract Introduction Research problem, aims and research question Significance of the study Literature review and theoretical framework Critical pedagogical practices of initial teacher-education educators Digital competence and continuous professional learning of initial teacher-education educators Viewing the problem through the lens of critical theory and critical realism Methodology Data analysis Discussion with visualisations Understanding information and communication technology in education policy Curriculum and assessment Critical pedagogy Application of digital skills Organisation and administration Teacher professional learning Research Conclusion Chapter 4 The missing links in South Africa’s quest for pedagogical integration of ICTs in schools: Implications for e-education and initial teacher education Abstract Introduction Research design Research problem Research aim Research objectives Research questions Significance of the study Literature review Relevant policy on pedagogical integration of ICTs in South African schools The affordances that ICT can offer to South African schools Competencies that teachers require to pedagogically integrate ICT in classrooms Information and communications technology integration in initial teacher education in South Africa Theoretical framework Research methodology Participants Data-collection Data analysis Findings and discussion Capacity building Complex support for ICT integration Lack of initial pedagogical ICT integration training Lack of baseline research Lack of prior consultation with relevant stakeholders Discussion of findings Implications of the study Implications for ICT integration in schools Implications for initial teacher education in South Africa Recommendations Conclusion Chapter 5 Teacher educators’ pedagogical thinking in an ERTL programme: The case of two higher education institutions Abstract Introduction Significance of the study Literature review Unpacking emergency remote teaching and learning Pedagogy in the time of COVID-19 Conceptual framework Pedagogical reasoning and action Research design Research participants Data-generation tools Ethical considerations Findings and discussion Epistemological access Pedagogical reasoning and action Pedagogical reasoning about planning Less is more Enabling connections between teaching, learning and assessment Reflection and action Pedagogy and the uncertainty of identity Conclusion Chapter 6 The affordances of iPads for learners, teachers and teacher educators in the documentation of visible learning and teaching Abstract Introduction Research aims and objectives Significance of the study Theoretical framework Literature review Pedagogical affordances of technology Reggio Emilia: The documentation of visible learning Methodology Location and participants Data gathering and coding Findings and data analysis Discussion Conclusion Chapter 7 A constructionist approach of ICTs in learning and assessment: Students’ perspectives Abstract Introduction The role of information and communication technology in constructionism Constructionist assessment E-LearnCube framework Methodology Student perspectives on learning and assessment Design Course Facilitator (teacher) Technology Support Student Discussion Conclusion Chapter 8 The effect of teacher professional development in the adoption of ICT in teacher practices in Gauteng province Abstract Introduction Research problem Research aim Research question Significance of the study Professional teacher development Information and communications technologies integration Teacher competency framework Research design Population and sample of the study Instrument Analysis of data Discussion Teacher use of ICT resources and applications Subject-specific integration Effectiveness of the programme Implications Conclusion Part 2 ICT integration into the teaching of Mathematics, Science and Technology in teacher educatio Chapter 9 Mathematics teacher educators’ use of virtual tools in lecture delivery Abstract Introduction Research problem Research questions Theoretical framework Gardner’s multiple intelligences theory Literature review Research design Methodology Data analysis Experiences of teacher educators during lockdown Information and communication technology facilitate differentiated instruction Information and communications technologies’ multiple representations of mathematical concepts aid students’ deeper understanding Discussion Conclusion Chapter 10 Improving students’ understanding of geometry concepts through dynamic geometry computer software Abstract Introduction Literature review and theoretical framework Information communication and technology usage and benefits in teaching and learning Mathematics The use of dynamic geometry computer software in learning geometry Van Hiele theory of geometric thought Research problem Research questions Significance of the study Research design Methodology Research procedure The experiment Findings Students’ mean understanding score after using dynamic geometry computer software Students’ perception towards using dynamic geometry computer software for learning Discussion Conclusion Chapter 11 Microsoft Excel: A promising tool for teaching basic descriptive statistics in initial teacher-training institutions Abstract Introduction Descriptive statistics at the matric curriculum level Using Microsoft Excel in working out statistics Literature review Microsoft Excel affordances in teaching basic descriptive statistics Critical pedagogy framework Research problem Research methodology Findings Discussion To what extent do statistics education lecturers utilise Microsoft Excel in teaching basic descriptive statistics? How does the curriculum enforce the integration of Microsoft Excel or other software in the teaching of descriptive statistics? Conclusion Chapter 12 The effectiveness of selective visible thinking tools in developing online critical thinking in first-year Chemistry preservice teachers Abstract Introduction Critical thinking Cognitive complexity Teaching critical thinking Assessing critical thinking Visible thinking tools Context of the study Research design Methodology Participants Pre- and post-test Course activities Results Significance of the change in cognitive level Discussion Conclusion Chapter 13 Effective online pedagogical practices in an ICT literacy course for first-year preservice teachers lacking computer skills Abstract Introduction Significance Background Course design and development Course management and communication and support structure Research problem Literature review Digital literacy preservice training Online learning practices Barriers to online learning Online learning materials Theoretical framework Methodology Findings Instructions Content structure Groups Tutors Learning environment Clarification sessions Discussion Conclusion Chapter 14 Preservice teachers’ challenges in the integration of information and communication technology in Engineering Graphics and Design: A spotlight on sectional drawing Abstract Introduction Literature review and theoretical framework Conceptual background Why is this an important topic? Engineering Graphics and Design as a subject The sectional drawing concept Spatial skill and its development Research problem Significance of the study Research design Methodology Data-collection instruments Research aims or research questions Sampling procedure and data analysis Proposed solutions Theme 1: Lack of information and communication technology vocabulary to learn sectional drawing Theme 2: Manual drawing is friendlier than AutoCAD Theme 3: AutoCAD or information and communication technology speeds up tasks submissions Theme 4: Information and communication technology does not assist in spatial skill development Discussion Challenges in information and communication technology vocabulary Preservice preference in manual drawing than AutoCAD software Information and communication technology enables faster task submission than manual drawing Challenges in spatial development through information and communication technology instruction practice Conclusion Declaration Part 3 ICT integration in language teaching in teacher education Chapter 15 Supporting student cognition of scientific knowledge through multilingual e-learning pedagogy Abstract Introduction E-learning in higher education: A global résumé Theoretical framework: Critical pedagogy and funds of knowledge Purpose of the study Research questions Embedding multilingual pedagogies into e-learning Method Data-collection Findings The interface between proficiency in the language of instruction and academic achievement in undergraduate science education Multilingual pedagogy as a scaffold for teaching and learning of science through e-learning Discussion Recommendations Conclusion Chapter 16 Evidence of using digital stories as a pedagogy for isiXhosa second additional language learning Abstract Introduction Problem statement Research question Significance of the study Literature review Digital stories as a learning and teaching tool Theoretical framework Research design Methodology Method of data-collection Data analysis Presentation and discussion of the results Development of translation and pronunciation skills Multimedia for linguistic interdependence Conclusion Chapter 17 The many voices of the ‘digital turn’: Four lines of inquiry into education and the digital in post-COVID-19 South Africa Abstract Introduction Teaching, knowledge and digital affordances Teaching, care and agency Teaching, access and social justice Teaching, affect and the digital Conclusion: Where to from here? References Index