The Conceptual Framing, Design, and Development of Mobile-Mediated Professional Development for Primary Mathematics Teachers

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.

Mobile Technology as an Alternative Teaching Strategy Amidst COVID-19 Hiatus: Exploring Pedagogical Possibilities and Implications for Teacher Development

“…The pandemic has also highlighted the importance of teacher professional development and support [29][30][31][32][33][34], as many teachers were unprepared for the sudden shift to remote teaching [35]. This has led to increased demand for training and support for teachers to develop their digital literacy and adapt their teaching methods to the digital environment.…”