Professional development (training)

Technological knowledge and skill are critical for the successful use and integration of technologies in schools (Drent & Meelissen, 2008). The introduction of technologies into schools implies change and a newness of the changing roles of teachers in a technological environment. Kong et al. (2014:76), in acknowledging this implied change, respond that “this drives the need to empower teachers with the capability to act as learning facilitators in digital classrooms for creating e-Learning environments and designing e-learning activities that promote learners’ authentic and contextualised learning”.

Although teachers are exposed to and receive training and support, some still felt the “training was not adequate” (Davids, 2009:50). The results of this may be seen in Lundall and Howell’s (2000:4) study that reported that “a majority of schools identified the lack of available staff trained to use computers”. The inability to use or integrate technology for education may have roots in factors within these training initiatives.

Chigona et al. (2010) suggest that the problem may not necessarily be the use of technological skills, but rather the combination of technological skills, managing the e-Curriculum skills, and an understanding of e-Pedagogies. This combination is supported by Koehler et al. (2007:744), who maintain that learning environments (for teachers and/or learners) should include technological, pedagogical and content components as an integrated whole. It would thus appear that approaches to professional development specifically for technology integration should morph from traditional teacher training to be technologically and pedagogically relevant. Such approaches should model expectations of teachers’ behaviours.

This is underscored by Ndlovu and Lawrence (2012:21), suggesting

… focus must be on giving teachers authentic and relevant experiences with the available tools in their subject teaching contexts, rather than providing them with skills that confine ICT use to the reproduction of old methods that do not develop higher levels of thinking to enhance leaning and are no longer relevant in this emerging information society.

It would be reasonable to assume that the probability exists that should training be aligned with practical ways of implementing e-Learning, then we promote the chances of progressing e-Learning practices. For example, Wilson-Strydom et al. (2010:83) highlight that the Intel training project “may not have resulted directly in specific technology-integrated lessons; it seems to have encouraged more constructivist-inspired pedagogical practices”.

Training as it is traditionally referred to in South Africa appears to be a key influential factor towards changing practices. It ought to subscribe more closely to professional development towards authentic and practical ways of implementation as alluded to by Ndlovu and Lawrence (2012).

A practical way of implementing e-Learning implies a way of doing, and this is where practice emerges. If the desire is a move from traditional ways of doing to newer ways, then progressive pedagogy must be the basis of all training activities.

2.2.4 Pedagogy (Practice)

While literature abounds with findings of the impacts of the use of technologies on learning, less is recorded about their impacts on practice. Bladergroen et al. (2012:109) state that “most educators have inadequate ICT and pedagogical competencies for effective integration of ICT into their work”. Molotsi (2014:145) further contends that teachers lack critical pedagogical skills in integrating technologies.

They relied on the ready-made lesson templates … but they failed to effectively integrate these tools [technologies] in their lesson presentations … they lacked the unique knowledge emphasised by TPACK that would enable them to effectively integrate ICTs in their classroom activities.

There appears to be, as Hennessy et al. (2005:181) note, “a perceived lack of impact upon pedagogy”.

The findings mentioned earlier appear to confirm a relational link between pedagogical training and practice. Pedagogical issues are critical for transformational practices. The need to keep abreast is noted by Mishra and Koehler (2006:1023): ‘‘Teachers will have to do more than simply learn to use currently available tools; they also will have to learn new techniques and skills as current technologies become obsolete.” Given that professional development is considered inadequate or mismatched, Kong et al. (2014:73) suggest that “current teacher development related to e-learning has to be adjusted to prepare teachers to transform their beliefs and practice”. This call is echoed by Ndlovu and Lawrence (2012:21).

Shulman (1987) and Mishra and Koehler (2006) have provided significant contributions to the area of teaching and learning with technologies. Mishra and Koehler (2006) specific contributions are now referred to as Technological Pedagogical and Content Knowledge (TPACK). Shulman (1987) notes there are

basic and fundamental knowledge and skills required for teaching and learning, which are pedagogical knowledge (PK) and content knowledge (CK), resulting in pedagogical and content knowledge (PCK). Mishra and Koehler (2006) later added technological knowledge (TK) as a key requirement. This transformed PCK to TPACK towards teaching and learning with technology. See Figure 2.1 below.

Figure 2.1: Technological Pedagogical Content Knowledge (TPACK) (Mishra & Koehler, 2006)

In tracking the literature thus far towards understanding what teachers use technologies for and how they advance their e-Learning practices, the following have emerged:

Technologies have the potential to enhance education. The introduction of technologies in schools means change for the teacher. The change that is implied is in practices. This means questioning the ways teachers have always done things and the way in which they were taught and learned things.

Teachers’ current practices are said to be traditional. Traditional practices are said to be visible by the simplistic technology ‘add-on’ approach. Teachers are comfortable with the way they do things and see no need for change. Change is difficult and

traumatic. Change means discomfort and thus some teachers are reluctant to change.

However it is noted that some teachers are already changing. The way they are doing this is incrementally and progressively. To assist other teachers to become part of the mass, professional development is identified as key. However, the training that is offered should be pedagogically correct and pay attention to TPACK and attend to the key focus of changing and enhancing teachers’ e-Learning practices. The next section looks at e-Learning practice.