A Sociocultural Framework to Analyse M-Learning Options for Early Childhood Development (ECD) Practitioner Training

Authors

DOI:

https://doi.org/10.23962/10539/32209

Keywords:

M-learning, Mobile learning, Early childhood development (ECD), Professional development, Training, Sociocultural learning

Abstract

This article, a contribution to m-learning (mobile learning) research, centres on the motivation for, and development of, a suitable framework to analyse m-learning options for early childhood development (ECD) practitioners. Grounded in a sociocultural learning perspective, the framework was developed as part of a larger study into the feasibility of m-learning for ECD practitioners in the Penreach professional development programme in Mpumalanga Province, South Africa. Analysis of existing frameworks enabled the development of a new, modified framework to suit the Penreach context. Here we unpack the framework and explain its development. The new, modified framework aims to assist researchers, developers, and implementers by prompting consideration of five sociocultural learning features associated with m-learning in ECD, namely: device access, data affordability, authenticity, collaboration, and personalisation.

References

Alawani, A. S., & Singh, A. D. (2017). A smart mobile learning conceptual framework for professional development of UAE in-service teachers. International Journal of Management and Applied Research, 4(3), 146–165. https://doi.org/10.18646/2056.43.17-012

Ashley-Cooper, M., Atmore, E., & Van Niekerk, L. (2012). Challenges facing the early childhood development sector in South Africa. South African Journal of Childhood Education, 2(1), 120–139. https://doi.org/10.4102/sajce.v2i1.25

Pachler, N. Cook, & Bachmair, B., (2010). Appropriation of mobile cultural resources for learning. International Journal of Mobile and Blended Learning, 2(1), 1–211. https://doi.org/10.4018/jmbl.2010010101

Benner, A., & Pence, A. (2013). From e- to m-learning: Feasibility for an African-delivered tertiary program. E-Learning and Digital Media, 10(1), 13–21. https://doi.org/10.2304/elea.2013.10.1.13

Biersteker, L., Dawes, A., & Irvine, M. (2008). Scaling up early childhood development (ECD) (0-4 years) in South Africa. What makes a difference to child outcomes in the period 0-4? Inputs for quality ECD interventions. Human Sciences Research Council. https://www.gtac.gov.za/Researchdocs/What%20makes%20a%20difference%20to%20childoutcomes%20in%20the%20period%200-4.pdf

Botha, A., Batchelor, J., Traxler, J., De Waard, I., & Herselman, M. (2012). Towards a mobile learning curriculum framework. In P. Cunningham, & M. Cunningham (Eds.), IST-Africa 2012 conference proceedings. IIMC. https://itg.academia.edu/IgnatiaIngedeWaard/Papers/1645325/Towards_a_Mobile_Curriculum_Framework

Botha, A., & Vosloo, S. (2009). Mobile learning: South African examples. Paper presented to Mobile Learning Institute Summit, Lusaka. https://www.slideshare.net/stevevosloo/mobile-learning-south-african-examples

Chee, K. N., Yahaya, N., Ibrahim, N. H., & Noor Hassan, M. (2017). Review of mobile learning trends 2010-2015: A meta-analysis. Educational Technology & Society, 20(2), 113–126. https://www.researchgate.net/publication/315696935_Review_of_Mobile_Learning_Trends_2010-2015_A_Meta-Analysis

Conole, G. (2004). E-learning: The hype and the reality. Journal of Interactive Media in Education, 12, 1–18. https://doi.org/10.5334/2004-12

Danaher, P., Gururajan, R., & Hafeez-Baig, A. (2009). Transforming the practice of mobile learning: Promoting pedagogical innovation through education principles and strategies that work. In D. Parson, & H. Rvu (Eds.), Innovative and mobile learning: Techniques and technologies (pp. 21–46). IGI Global. https://doi.org/10.4018/978-1-60566-062-2.ch002

Department of Basic Education (DBE). (2018). Professional development framework for digital learning.Government of South Africa. https://www.education.gov.za/Portals/0/Documents/Publications/Digital%20Learning%20Framework.pdf?ver=2018-07-09-101748-95

DBE, Department of Social Development (DSD), & UNICEF. (2011). Tracking public expenditure and assessing service quality in early childhood development in South Africa. https://www.unicef.org/southafrica/media/1736/file/ZAF-tracking-public-expenditure-and-assessing-service-quality-in-early-childhood-development-2011.pdf

Department of Social Development (DSD). (2006). Guidelines for early childhood development services. Government of South Africa. https://www.gov.za/sites/default/files/gcis_document/201409/childhooddev0.pdf

Department of Social Development (DSD). (2014). Audit of early childhood development (ECD) centres: National report. Government of South Africa. https://ilifalabantwana.co.za/wp-content/uploads/2015/08/ECDAuditNationalReport20140731ReviewedFINALVersionES11.pdf

Ebner, M., & Grimus M. (2013). M-learning in Sub Saharan Africa context. What is it about? Paper presented at the World Conference on Educational Media and Technology, 24–28 June, Victoria, BC, Canada. https://www.researchgate.net/publication/283727687_M-Learning_in_Sub_Saharan_Africa_Context-_What_is_it_about

Eun, B. (2008). Making connections: Grounding professional development in the developmental theories of Vygotsky. The Teacher Educator, 43(2), 134–155. https://doi.org/10.1080/08878730701838934

Feza, N. (2014). Inequities and lack of professionalisation of early childhood development practice hinder opportunities for mathematics stimulation and realisation of South African policy on quality education for all. International Journal of Inclusive Education, 18(9), 888–902. https://doi.org/10.1080/13603116.2013.855266

Hall, K. (2019). Income poverty, unemployment and social grants. In M. Shung-King, L. Lake, D. Sanders, & M. Hendricks (Eds.), South African child gauge 2019 (pp. 222–227). Children’s Institute, University of Cape Town. http://childrencount.uct.ac.za/uploads/publications/ChildGauge%202019_final.pdf

Herrington, J., & Oliver, R. (2001). A beginner’s guide to e-learning and e-teaching in higher education. Centre for Research in Information Technology and Communications, Edith Cowan University, Western Australia. http://researchrepository.murdoch.edu.au/1903/

Herselman, M., & Botha, A. (Eds.). (2014). Designing and implementing an information communication technology for rural education development (ICT4RED) initiative in a resource constrain[ed] environment: Nciba school district, Eastern Cape, South Africa. CSIR Meraka. http://hdl.handle.net/10204/8094

Isaacs, S. (2012). Mobile learning for teachers in Africa and the Middle East. UNESCO Working Paper Series on Mobile Learning. http://www.schoolnet.org.za/sharing/mobile_learning_AME.pdf

Isaacs, S., Roberts, N., & Spencer-Smith, G. (2019). Learning with mobile devices: A comparison of four mobile learning pilots in Africa. South African Journal of Education, 39(3), 1–13. https://doi.org/10.15700/saje.v39n3a1656

Isaacs, S., Roberts, N., Spencer-Smith, G., & Brink, S. (2019). Learning through play in Grade R classrooms: Measuring practitioners’ confidence, knowledge and practice. South African Journal of Childhood Education, 9(1), 1–11. https://doi.org/10.4102/sajce.v9i1.704

Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning Technology, 20(1), 1–17. https://doi.org/10.3402/rlt.v20i0.14406

Kelly, L. J. (2007). The interrelationships between adult museum visitors’ learning identities and their museum experiences. PhD thesis, University of Technology, Sydney.

Klopfer, E., Squire, K., & Jenkins, H. (2002). Environmental detectives: PDAs as a window into a virtual simulated world. In IEEE (Ed.), Proceedings of IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE’02) (pp. 95–98). https://doi.org/10.1109/WMTE.2002.1039227

Koole, M. (2009). A model for framing mobile learning. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training (pp. 26–50). Athabasca University Press.

Laurillard, D. (2002). Rethinking university teaching: A conversational framework for the effective use of learning technologies (2nd ed.). Routledge Falmer. https://doi.org/10.4324/9780203304846

May, J., Witten, C., Lake, L., & Skelton, A. (2020). The slow violence of malnutrition. In J. May, C. Witten, & L. Lake (Eds.), South African child gauge 2020 (pp. 24–45). Children’s Institute, University of Cape Town.

National Planning Commission (NPC). (2012). National development plan 2030: Our future – make it work. Government of South Africa. https://www.gov.za/sites/default/files/gcis_document/201409/ndp-2030-our-future-make-it-workr.pdf

Nedungadi, P., & Raman, R. (2012). A new approach to personalization: Integrating e-learning and m-learning. Educational Technology Research and Development, 60(4), 659–678. https://doi.org/10.1007/s11423-012-9250-9

Organisation for Economic Co-operation and Development (OECD). (2017). The OECD handbook for innovative learning environments, educational research and innovation. OECD Publishing.

Pouezevara, S., & Strigel, C. (2012). Mobile learning and numeracy: Filling gaps and expanding opportunities for early grade learning. RTI International. https://www.rti.org/pubs/mobilelearningnumeracy_ rti_final_17dec12_edit.pdf

Republic of South Africa (RSA). (2015). National Integrated Early Childhood Development Policy. https://www.gov.za/sites/default/files/gcis_document/201610/national-integrated-ecd-policy-web-version-final-01-08-2016a.pdf

Roberts, N., & Spencer-Smith, G. (2019). A modified analytical framework for describing m-learning (as applied to early grade Mathematics). South African Journal of Childhood Education, 9(1), 1–11. https://doi.org/10.4102/sajce.v9i1.532

Shabani, K. (2016). Applications of Vygotsky’s socio-cultural approach for teachers’ professional development. Cogent Education, 3(1), 1–10. https://doi.org/10.1080/2331186X.2016.1252177

Statistics South Africa (Stats SA). (2016). Education Series IV: Early Childhood Development in South Africa 2016. Government of South Africa. http://www.statssa.gov.za/publications/92-01-04/92-01-042016.pdf

Thorogood, C., Goeiman, H., Berry, L., & Lake, L. (2020). Food and nutrition security for the preschool child: Enhancing early childhood development. In J. May, C. Witten, & L. Lake (Eds.), South African child gauge 2020 (pp. 96–110). Children’s Institute, University of Cape Town.

Traxler, J. (2007). Defining, discussing and evaluating mobile learning: The moving finger writes and having writ …. The International Review of Research in Open and Distributed Learning, 8(2), 1–12. https://doi.org/10.19173/irrodl.v8i2.346

Trucano, M. (2016). SABER-ICT Framework Paper for Policy Analysis: Documenting national educational technology policies around the world and their evolution over time. World Bank. https://doi.org/10.1596/26107

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Wills, G., & Kika-Mistry, J. (2021). Early childhood development in South Africa during the COVID-19 pandemic: Evidence from National Income Dynamics Study – Coronavirus Rapid Mobile Survey (NIDS-CRAM): Waves 2–5. https://cramsurvey.org/wp-content/uploads/2021/07/14.-Wills-G-_-Kika-Mistry-J.-2021-Early-ChildhoodDevelopment-in-South-Africa-during-the-n-COVID-19-pandemic-Evidencefrom-NIDS-CRAM-Waves-2-5.pdf

World Bank. (2018). World development report: Learning to realize education’s promise. https://doi.org/10.1596/978-1-4648-1096-1

Downloads

Published

06-12-2021

Issue

Section

Research Articles

How to Cite

“A Sociocultural Framework to Analyse M-Learning Options for Early Childhood Development (ECD) Practitioner Training” (2021) The African Journal of Information and Communication (AJIC) [Preprint], (28). doi:10.23962/10539/32209.
Views
  • Abstract 386
  • PDF 289