The conceptual framing, design, and development of mobile-mediated professional development for primary mathematics teachers

Ali Gohar Qazi; Fredrick Japhet Mtenzi

doi:10.4018/IJMBL.319022

The conceptual framing, design, and development of mobile-mediated professional development for primary mathematics teachers

Ali Gohar Qazi, Fredrick Japhet Mtenzi

Research output: Contribution to journal › Article › peer-review

2 Citations (Scopus)

Abstract

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.

Original language	English (US)
Journal	International Journal of Mobile and Blended Learning
Volume	15
Issue number	2
DOIs	https://doi.org/10.4018/IJMBL.319022
Publication status	Published - 2023
Externally published	Yes

Keywords

Framework
Instructional Design
Mobile Environment
Mobile learning
PD
Professional Competence
Teacher Collaboration
Teacher Effectiveness
Technology-infused Training
Ubiquitous Learning

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10.4018/IJMBL.319022

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abstract = "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.",

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AB - 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.

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The conceptual framing, design, and development of mobile-mediated professional development for primary mathematics teachers

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Keywords

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