Developing teachers' pedagogical practice in teaching science lessons with mobile phones

This paper presents the findings of an investigation carried out in Sri Lanka to explore how mobile phones can support science teachers' pedagogical practices throughout the teaching cycle of planning, teaching and evaluation. Data were collected using observation supported by audio and video r...

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Bibliographic Details
Published in:Technology, pedagogy and education pedagogy and education, 2014, Vol.23 (2), p.131-150
Main Authors: Ekanayake, T.M.S.S.K.Y., Wishart, J.M.
Format: Article
Language:English
Subjects:
Cellular telephones
Curriculum Implementation
Educational Practices
Foreign Countries
Handheld Devices
Instructional Development
Lesson Plans
mobile phones
Observation
Pedagogical Content Knowledge
pedagogy
Protocol Materials
Science
Science Course Improvement Projects
Science Instruction
Sri Lanka
Student Evaluation
Teacher Workshops
teaching and learning
Teaching Methods
Teaching Skills
Technological Literacy
Technology Integration
Technology Uses in Education
Transcripts (Written Records)
Wireless communications
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Summary:This paper presents the findings of an investigation carried out in Sri Lanka to explore how mobile phones can support science teachers' pedagogical practices throughout the teaching cycle of planning, teaching and evaluation. Data were collected using observation supported by audio and video recordings from both continuing professional development workshops where a group of teachers planned four science lessons that integrated mobile phones and the subsequent implementation of those lessons. Thematic network analysis, carried out on the data with the help of NVivo8 qualitative analysis software, showed how mobile phones were used and the issues involved. It concluded that mobile phones can support science teaching in a variety of ways, in particular with communication during planning lessons, with relating subject knowledge to authentic locations and activities during teaching and with image and data capture to support assessment and post-lesson reflection. The additional pedagogical practices and knowledge base required when integrating mobile phones into science lessons are discussed in the light of Shulman's original model.
ISSN:1475-939X
1747-5139
DOI:10.1080/1475939X.2013.810366