The Conceptual Framing, Design, and Development of Mobile-Mediated Professional Development for Primary Mathematics Teachers

被引：1

作者：

Qazi, Ali Gohar ^{[1
,2
]}

Mtenzi, Fredrick Japhet ^{[3
]}

机构：

[1] UCL, Inst Educ, London, England

[2] Aga Khan Univ, Karachi, Pakistan

[3] Aga Khan Univ, Dar Es Salaam, Tanzania

来源：

INTERNATIONAL JOURNAL OF MOBILE AND BLENDED LEARNING | 2023年 / 15卷 / 02期

关键词：

Framework; Instructional Design; Mobile Environment; Mobile learning; PD; Professional Competence; Teacher Collaboration; Teacher Effectiveness; Technology-infused Training; Ubiquitous Learning; EDUCATION; QUALITY; IMPACT; ACHIEVEMENT; SCIENCE; TRENDS; POLICY;

D O I：

10.4018/IJMBL.319022

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This paper examines the design and development of a mobile-mediated professional development program for primary school teachers. It explores learning design frameworks and strategies to offer effective, 24/7, anywhere-anytime PD using mobile technology. The study highlights the significance of design requirements and best practices in mobile-mediated TPD, and presents a conceptual framework incorporating various pedagogical/andragogic approaches and instructional design possibilities enabled by mobile technology. The framework is based on the integrative learning design framework (ILDF), CSAM, RASE, Keller's ARCS, and TPACK framework. The resulting framework enacts evidence-informed and theory-led models, and best practices to cater to instructional design requirements for creating meaningful mobile-based learning experiences for teachers.

引用

页数：4

共 50 条

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