Elaboración y Publicación del Expediente de Hechos

“…merely knowing how to use technology is not the same as knowing how to teach with it” (Mishra and Koehler, 2006, p. 1033)

Training, pedagogic work and the transmission through active practice of capacities leading to mastery (Bourdieu and Passeron, 1977; Bourdieu, 1990) as that taking place within TPD/4ETs, is identified as a second mode of inculcation that may lead to the transformation of dispositions. Scholars widely acknowledge the necessity of TPD in general (Fullan, 1995, 2007; Parsons et al., 2013; Gundy and Berger, 2016) and TPD4ETs (Twining et al., 2013; Tondeur, Forkosh-Baruch, et al., 2016) to improve the quality of teaching (Darling- Hammond, 2010). With reference to Mishra and Koehler’s opening statement, existing TPD4ETs can be broadly classified as either training teacher to use ETs following a competency-based approach, or using pedagogic work and transmission strategies to

prepare teachers to teach with ETs employing a knowledge-based approach (refer to section 1.2). This section reviews literature regarding existing TPD4ETs.

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A competency-based approach to TPD4ETs, also referred to as technology training (Ertmer and Ottenbreit-Leftwich, 2010; Inan and Lowther, 2010; Gibson et al., 2014), aims to develop teachers’ skills and competencies to use and apply ETs. Competency-based approaches to TPD4ETs align with a generic, application-neutral and decontextualized understanding of ETs (Honan 2008; Warschauer 2007; Czerniewicz & Brown 2005) informed by a transfer and diffusion perspective (Avgerou, 2010). Hence, TPD4ETs-training typically develop teachers’ competencies to use and apply hardware or decontextualized software applications (Warschauer, 2003; Sherman and Howard, 2012) for instance MS Word or PowerPoint.

Evidenced by the widespread underutilisation and unsophisticated use of ETs in classrooms, researchers (Zhao et al., 2002; Tondeur, Van Braak and Valcke, 2007; Harris, Mishra and Koehler, 2009) question the effectiveness of competency-based TPD4ETs-training. TPD4ETs- training is often facilitated as content-neutral, stand-alone events (Mishra and Koehler, 2006; Honan, 2010; Tondeur, van Braak, et al., 2016) to develop general, application-neutral technical skills (Kreutzer, 2009). Such training assumed generic, application-neutral technical skills are universally applicable in diverse contexts (Warschauer, 2003; Mishra and Koehler, 2006; Harris, Mishra and Koehler, 2009) and can be inserted into the daily activities of classrooms (Honan, 2010; Twining et al., 2013), regardless of subject or grade (Warschauer, 2003; Mishra and Koehler, 2006; Harris, Mishra and Koehler, 2009), learners or teachers’ prior-experiences (Twining et al., 2013), socio-economic context, beliefs or perceptions (Mishra and Koehler, 2006; Twining et al., 2013). Furthermore, generic, application-neutral TDP4ETs fail to account for the rapid rate of technology change (Hargreaves, 2003; Mishra and Koehler, 2006; Castells, 2009; World Economic Forum, 2014) and how this impacts the corpus of knowledge and related pedagogical knowledge required (Twining et al., 2013). The facilitation of TPD4ETs-training is also questioned, with Twining et al. (2013) arguing that trainers frequently model unsophisticated uses of ETs that lack breadth, variety and depth, and which teachers then tend to replicate (Zhao et al., 2002; Tondeur, Van Braak and Valcke, 2007; Harris, Mishra and Koehler, 2009). Therefore, both Twining et al. (2013) and

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Tondeur et al. (2016) advocate for TPD4ETs facilitators to model the transformative integration of ETs that reflect the pedagogical possibilities and sophisticated applications. Knowledge-based TPD4ETs offer an alternative approach to TPD4ETs-training. Knowledge- based TPD4ETs are generally informed by a socially embedded perspective (Avgerou, 2010) and rely on pedagogic work and transmission of capacities to develop teachers’

understanding of the connections, interactions, affordances and constraints between technology (T), pedagogy (P) and content (C), represented by the TPACK framework (Mishra and Koehler, 2006). In contrast to content-neutral, generic competency-based TPD4ETs- training, knowledge-based TPD4ETs capacitate teachers to appropriate ETs for teaching relevant discipline knowledge.

Two knowledge-based TPD4ETs models are reported in literature. The “pedagogy before technology” (Watson, 2001; Glover et al., 2016, p. 995) model emphasizes the development of teachers’ pedagogical knowledge and higher order thinking skills, before exploring ways to use ETs in teaching. However, Twining et al. (2013) argue against separating pedagogy and technology, which Koehler et al. (2011) note, may prevent teachers from discovering new, or experimenting with existing ETs. As an alternative, Koehler et al. (2011) developed the deep-play knowledge-based TPD4ETs model for their masters’ degree students (most of whom were in-service teachers). Deep-play uses the learning technology by design (LT/D) framework as instructional technique to develop technological, pedagogical and content knowledge (Koehler et al., 2011). Reflection is included to encourage participants to reflect on their learning, as well as strategies to continue learning and exploration (Koehler et al., 2011), correlating to reflective learning goals. Transmission of capacities through active practice is achieved in the deep-play process as participants integrate pedagogy that develops 21st _{century learning skills, using design as a transdisciplinary cognitive tool to}

creatively meliorate ETs for pedagogic purposes (Koehler et al., 2011). Both the pedagogy first and deep-play models emphasize the need for pedagogical work and transmission of capacities through which teachers can make meaning of and develop grade and subject- specific pedagogic tools to integrate ETs into their classrooms, correlating with goals of professional and active learning. Koehler et al.’s (2011) emphasis on play in particular

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resonates with Kasule and Mapolelo’s (2005) findings that play can mediate multiple challenges and dynamic complexities within South African learning contexts.

This section of the literature review identified five learning processes to awaken teachers’ consciousness, and reviewed existing approaches or models of TPD4ETs that use either training, or pedagogic work and transmission as modes of inculcation. The review provides insight to guide the design of a potential TPD4ET that may transform the dispositions of teachers from South Africa’s disadvantaged schools to transformatively integrate ETs.