Overcoming the limited

interactivity in telematic
sessions for in-service
secondary mathematics and
science teachers

Mdutshekelwa C. Ndlovu
Pauline W. Hanekom
Stellenbosch University Centre for Pedagogy
(SOUTH AFRICA)
 INTRODUCTION
The need for relevant and effective teacher
professional development (TPD)
in Maths and Sciences globally
student achievement in international studies
(TIMSS & PISA)
the quality of an education system cannot
exceed the quality of its teachers (Karpati,
2009)
SUNCEP: TPD provider on behalf of the Faculty
of Education by means of a blended model
A BENDED LEARNING MODEL OF TEACHER
PROFESSIONAL DEVELOPMENT
Senior Phase Mathematics and Natural Science
Teachers (grades 7-9)
a mix of contact (face-to-face) sessions, telematics
sessions and WhatsApp conversations
potential of the mobile WhatsApp instant
messaging service to enhance the effectiveness
of the teacher professional learning (TPL) as a
LMS
to complement or overcome the limited interactivity
that comes with distance (off-campus) learning.
 THEORETICAL FRAMEWORK FOR BLENDED
LEARNING INFORMING THE DESIGN OF THE STUDY
insufficiency of teaching principles and theories
for e-learning
should target analysis, design, development,
support, and management of e-learning materials
and learning interactions pedagogically
Aim: Engage learners via social network platform
Increase comprehension
Reflect on and share experiences from classroom
Offer pedagogical solutions thus enhancing teacher
learning
CONCEPTUAL FRAMEWORK FOR
TEACHER PROFESSIONAL
DEVELOPMENT

Fig. 1: Proposed core conceptual framework for studying the effects of professional
development on teachers and student (Adapted from Desimone 2009, p. 185).
 A SYNTHESIS OF THE THEORETICAL
AND CONCEPTUAL FRAMEWORKS
Both:
emphasise effective interaction between
participants and content (Guskeys Level 2)
emphasise cognitive growth through active
engagement with the learning process and the
materials or media
convergent about co-participation in a
community of learning both within and among
the adult learners and between participants and
the facilitators (Guskeys Level 4)
NB: the impact on practice - directly affecting the
quality of student achievement (Guskeys Level 6)
 RESEARCH QUESTIONS
How can the WhatsApp chat messenger conversations
facilitate the learning of mathematical and scientific
content among in-service teachers?

How actively involved in educational and pedagogical

conversations can in-service teachers be?

To what extent were participants able to converse one

with another (learner-to-learner), facilitator-to-
student, and vice versa) as a professional learning
community?
 RESEARCH METHODOLOGY
Qualitative approach
Case study method

Problematizing an aspect of a particular teacher

professional development programme, at a
specific time interval (2014) and in a specific
geographical location the Western Cape
Province of South Africa.
 PARTICIPANTS
Distribution of participating teachers by highest qualification and teaching experience

January 2014 Highest qualification Teaching experience

cohort description Diploma Degree Total TE 5 TE10 10<TE

Mathematics Primary 7 3 10 3 2 4

Mathematics Secondary 15 12 27 8 3 17

Sub-total 22 15 37 11 5 21

Natural Sciences Primary 15 5 20 1 4 15

Natural Sciences Secondary 11 5 16 3 4 9

Sub-total 26 10 36 4 8 24

Total 48 25 73 15 13 45
DATA COLLECTION AND ANALYSIS
COLLECTION:
Excerpts of conversations collected from
WhatsApp instant messaging service
affordable with enhanced multimedia capabilities
group function for synchronous discussions
Limited symbolic interface: use imaging/photos
ANALYSIS:
Content and discourse analysis
FINDINGS AND DISCUSSION OF
FINDINGS
Using WhatsApp conversations to
facilitate learning of maths and science
content
A: Facilitator initiated discussion
WhatsApp Extract 1: 03/02/2014 [Facilitator prompting for classroom feedback]

2/3/2014 06:58: SUNCEP Facilitator 1: What are you planning for your Science classes this week?

2/3/2014 07:05: Teacher 2: Gr 5Types of animals: vertebrates and invertebrates. Presentations for weeks lessons
completed

2/3/2014 07:36: Teacher 2: No SUNCEP Facilitator 1. Havent received anything from their side. Can I look on their
website?

2/3/2014 07:39: SUNCEP Facilitator 1: Yes, its free to download from www.thunderboltkids.co.za Afrikaans and English
and teacher guides. Plus references to videos and animations.

2/3/2014 16:34: Teacher 1: Gr 9. ..MicroscopeStudy plant/animal cell

2/3/2014 16:36: SUNCEP Facilitator 1: Oh, take photos

2/3/2014 17:30: Teacher 8: Doing practical with one class for 2 periods tomorrow the other class with double
periodepidermal cells from the onion just one microscope but we manage

2/3/2014 17:36: Teacher 8: Feels good when you hear the learners saying WOW! And that they have learnt something

2/3/2014 18:39: Teacher 6: Cells (they build); tissues and organs and systems. . Greetings

2/3/2014 20:37: Teacher 16: Here follows a few of the childrens 3D plant cells SUNCEP Facilitator 1
B: Teacher initiated conversations about
mathematics and science content
WhatsApp Extract 2: 19/02/2014 and 20/02/2014

[Teacher asking for assistance with a Physical Sciences question that a learner had asked him]

2/19/2014 22:44: Teacher 3: One of my learners asked me the following question: If an ionic molecule contains 47.26% (m/m)
Cu and 57.74% (m/m) chloride ions. What is the oxidation state of the chloride copper ion? Mass percentage = % (m/m). It is
part of dimensional analysis. Thank you.

2/20/2014 06:27: SUNCEP Facilitator 1: Teacher 3, Im a Biology soul I have no idea! SUNCEP Facilitator 3, any ideas?

[SUNCEP Facilitator 3 phoned Teacher 3 and explained it to him.]

2/20/2014 07:42: Teacher 3: I want to express my thanks to SUNCEP Facilitator 3. Nice to have friends in higher places.

2/20/2014 07:45: SUNCEP Facilitator 3: Absolute pleasure

2/20/2014 09:08: SUNCEP Facilitator 3:

2/20/2014 09:10: SUNCEP Facilitator 3: Teacher 3, above is the solution to your question. We were both incorrect this morning.
Maybe it was too early or the coffee was too weak!

2/20/2014 09:23: Teacher 3: Thank you SUNCEP Facilitator 3. In the beginning I thought it must be 2+. This is confirmation.
Thanks.
FINDINGS AND DISCUSSION OF
FINDINGS
Using WhatsApp conversations to
actively engage teachers
WhatsApp Extract 3: 05/02/2014 and 06/20/2014

[Teacher asking assistance for chemical thats not available in his school lab]

2/5/2014 19:36: Teacher 8: Colleagues help? Pharmacy close by only sells decolourized iodine, has anyone used it yet please let me know

2/5/2014 19:41: SUNCEP Facilitator 1: I dont think it will work for the iodine test, because it doesnt have any colour. Maybe you should buy a small bottle
and test on some paper.

2/5/2014 19:43: Teacher 8: Thank you SUNCEP Facilitator 1 will do so

2/5/2014 19:43: Teacher 16: Isnt there a neighbouring school that can help?

2/5/2014 19:43: SUNCEP Facilitator 1: I quickly did an internet search, no it will not work. There is chlorine which will make it fail. Can anybody assist Teacher
8 please?

2/5/2014 19:44: Teacher 8: Thought of Teacher 18 thank you Teacher 16

2/5/2014 19:46: Teacher 16: Ok I have it in Mossel Bay. Is there anyone I can send it with?

2/5/2014 19:49: SUNCEP Facilitator 1: Maybe the Curriculum Advisor, District can help you?

2/5/2014 19:50: Teacher 8: Teacher 16 you are a star, will see if I can get someone to come over to you.

2/5/2014 20:01: Teacher 16: Just let me know when.

2/5/2014 20:06: Teacher 8: Will do so, thank you very much Teacher 16

2/6/2014 17:54: SUNCEP Facilitator 1: Teacher 8 did you manage with the iodine?

2/6/2014 17:57: Curriculum Advisor: Teacher 8Im a bit confusedare you in L__________?

2/6/2014 18:00: Teacher 3: Someone came to fetch iodine from me today. A courier. R____

2/6/2014 18:05: Teacher 8: SUNCEP Facilitator 1 yes I must send a thousand thank yous to Teacher3 and Teacher 16 both responded the network and
colleagues are wonderful

2/6/2014 18:09: SUNCEP Facilitator 1: Thank you very much Teacher 3 and Teacher 16! Teacher 8, now I want the photos when you do the practical

2/6/2014 18:11: Teacher 8: Absolutely SUNCEP Facilitator 1 will do so next week

FINDINGS AND DISCUSSION OF
FINDINGS
Using the WhatsApp platform to foster
a learning community spirit through
sharing experiences
Extract 4: Expanding a binomial

Response 2 to binomial expansion

Matome was asked to go and buy things in the market. Due to Matome illiteracy, his Madam gave him a list to help him buy
accurately.
List: Milk - R10,00, Salt - R7,00,
Oil - R25, Fish - R40,00,
Total = R82,00
So Matome left the house around 11am and at 3pm he is not yet back from the market. The Madam was so worried and
decided to call Matome on phone.
Madam: Hello Matome what is holding you, you have stayed too long, what happened?
Matome replied: I have bought the milk, salt, oil and fish but am looking for Total!
 CONCLUSION
WhatsApp chats or conversations can be used
to focus on subject matter content needed by
teachers
a promising role for WhatsApp messaging to
promote networking among teachers,
facilitators and district subject advisors
WhatsApp platform has the potential to
engender a learning community spirit and
break the professional isolation often
experienced by teachers
 Questions or Comments?
Dr Mdu Ndlovu: mcn@sun.ac.za
Mrs PW Hanekom: pwh@sun.ac.za