Teacher Professional Development: Mobile and Limited Technology-enhanced Pedagogy

Abstract

This qualitative case study seeks to document and understand the influence of technology integrated/supported professional development (PD) on preK-12 grade teachers in Nepal. The study focuses on the value of collaborative, university-school relationships to foster buy-in among teachers to integrate technology for increased student learning. We used the TPACK framework and sociocultural theory of learning to understand how and why technology integration at a rural school in a poor country would support more engaged pedagogy for learning. The PDs were co-designed by the researchers with teachers’ input, and further supported in its implementation when teachers tried out the new strategies in their classrooms. Data was collected utilizing methods of observations, self-reflective fieldnotes, informal interviews, and artifacts. Data analysis indicated that effective and locally suitable technology integration relies on building relationships with the teachers and school community; technology integration needs to be focused on the local needs of students and teachers based on their resources and curricular demands; and while limited (mobile) technology integration can support better learning, student-centered inquiry-based pedagogy needs to guide technology use in class. Furthermore, the study argues that recognizing and valuing local cultural and school contexts are central to successful PD in technology integration.