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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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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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creator	Ekanayake, T.M.S.S.K.Y. Wishart, J.M.
description	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.
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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
title	Developing teachers' pedagogical practice in teaching science lessons with mobile phones
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