In the palm of your hand: supporting rural teacher professional development and practice through the use of mobile phones and other handheld digital devices

Given the huge growth of mobile phone access in Sub Saharan Africa (Minges, 2004) some of the most innovative uses of mobile devices are now to be found in the development context (Economist, 2005). Reviews of the use of mobile technologies point to a range of current and potential development for learning in classrooms, homes and the community (e.g. Naismith et al). This paper draws on the experience of two projects: a large scale project for SMS mediated school administration in Kenya and a small scale research project using eBooks and other digital tools for teacher professional development and practice, carried out in predominantly rural schools in the Eastern Cape, South Africa. This research is set in the wider context of the emerging theory, practice and evaluation of the use of mobile technologies for improving teaching and learning (Leach 2006, Power & Thomas 2006, Traxler & Kukulska-Hulme 2006). The paper considers the potential of currently common mobile phones to aid communication and break down isolation amongst rural teachers and the design, use and evaluation of e-book learning resources on handheld mobile devices, such as current ‘smart-phones’, which the authors anticipate will soon be the ‘normal’ ubiquitous mobile phone. Whilst there is only a small body of evidence on the application of mobile technologies to teacher learning, impacts on teacher development remain a matter for debate. Findings suggest that given the right conditions, uses of mobile technology can significantly enhance teacher professional learning and practice

A personal construct theory approach to the vocational counselling of young people in the context of the careers service

Generalised theories about the processes involved in making a vocational choice have frequently proved inadequate in explaining individual decision-making. Consequently such perspectives have often been ignored by those practising vocational guidance. A research project was carried out to explore the practical application of some aspects of George Kelly’s (1955) 'Psychology of Personal Constructs’, in order to see if it could offer an improved level of insight into the process. The research took place over a period of several years within the context of a local authority Careers Service. The technique of repertory grids was used, in the form of an interactive computer program, which provided a practical aid for use by careers officers in their work. A pilot investigation demonstrated that not only was this approach of value to the vocational guidance practitioner in understanding the individual client, but also to clients themselves in gaining insight into their own decision-making processes. Subsequent work in the research extended the use of the grid technique within the wider context of personal construct theory. A number of careers officers were involved in exploring further application of aspects of the theory, since it was demonstrated that it could help to explain many of the individual exceptions to other theoretical frameworks. Additionally it offered the potential for a more coherent use of counselling skills for assisting planned personal development. Some implications for the work of the Careers Service, and for careers education in schools, were considered subsequently

Spartan Daily, December 1, 1998

Volume 111, Issue 62https://scholarworks.sjsu.edu/spartandaily/9350/thumbnail.jp

The Missouri Miner, October 29, 1986

https://scholarsmine.mst.edu/missouri_miner/3441/thumbnail.jp

War-Affected Children and Youth in Northern Uganda: Toward a Brighter Future

Examines current efforts by international organizations and local communities to aid children and youth living in internally displaced camps. Identifies programs to improve health care, education, economic activities, and justice and amnesty mechanisms