A South African Rural Teacher's Experience with Technological Pedagogical Reasoning

Autor/inn/en	Tsoka, Maxwell; Kriek, Jeanne; Seo, Byung
Titel	A South African Rural Teacher's Experience with Technological Pedagogical Reasoning
Quelle	In: Critical Questions in Education, 14 (2023) 2, S.140-157 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Rural Schools; Teaching Experience; Educational Technology; Computer Simulation; Science Instruction; Physical Sciences; Technological Literacy; Pedagogical Content Knowledge; Program Development; Program Effectiveness; South Africa + Suchen Sie Ihr Suchwort? Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Unterrichtsmedien; Computergrafik; Computersimulation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Natural sciences; Naturwissenschaften; Naturwissenschaft; Technisches Wissen; Pädagogische Kompetenz; Programmplanung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study sought to narrate the experiences of a digital novice South African rural teacher, using technological pedagogical reasoning (TPR). The ubiquity and pervasiveness of digital technology is creating a need for teachers to develop TPR to remain relevant in this ever-changing global teaching community. TPR is developed in the real context of a teacher's practice; hence, teachers need to have the experiences of learning to teach with technology in their actual classes. In this study, one South African rural teacher found computer simulations (CS) to be curricular materials with the potential to transform how physical sciences can be taught in South African rural schools. Their affordances are many, depending on how they can be manipulated by the user to add value to their pursuits. In addition, they have pragmatic value to the practice of South African teachers. The benefits of using CS were informed by using the technological pedagogical reasoning (TPR) framework. These affordances were relational, uncovered through an active interaction with the technology and the learners. The use of technology in teaching does not come with a pedagogical manual; hence, their use by the individual teachers is idiosyncratic. Hence, this creates a need for more research in the use of specific technology while teaching in rural schools to develop a more nuanced understanding of TPR. (As Provided).
Anmerkungen	Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01