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

Author

Listed:
  • Ali Gohar Qazi

    (Institute of Education, University College London, UK & Aga Khan University, Pakistan)

  • Fredrick Japhet Mtenzi

    (Aga Khan University, East Africa, Tanzania)

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.

Suggested Citation

  • Ali Gohar Qazi & Fredrick Japhet Mtenzi, 2023. "The Conceptual Framing, Design, and Development of Mobile-Mediated Professional Development for Primary Mathematics Teachers," International Journal of Mobile and Blended Learning (IJMBL), IGI Global, vol. 15(2), pages 1-19, February.
    • Handle: RePEc:igg:jmbl00:v:15:y:2023:i:2:p:1-19
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    References listed on IDEAS

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    1. M. Caridad Araujo & Pedro Carneiro & Yyannú Cruz-Aguayo & Norbert Schady, 2016. "Teacher Quality and Learning Outcomes in Kindergarten," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 131(3), pages 1415-1453.
    2. Brutti, Zelda & Sánchez Torres, Fabio, 2022. "Turning around teacher quality in Latin America: Renewed confidence and lessons from Colombia," Economic Analysis and Policy, Elsevier, vol. 73(C), pages 62-93.
    3. M. Caridad Araujo & Pedro Carneiro & Yyannú Cruz-Aguayo & Norbert Schady, 2016. "Teacher Quality and Learning Outcomes in Kindergarten," The Quarterly Journal of Economics, Oxford University Press, vol. 131(3), pages 1415-1453.
    4. Marine de Talancé, 2017. "Better Teachers, Better Results? Evidence from Rural Pakistan," Journal of Development Studies, Taylor & Francis Journals, vol. 53(10), pages 1697-1713, October.
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