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 (Guskey’s 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 (Guskey’s Level 4)
• NB: the impact on practice - directly affecting the
quality of student achievement (Guskey’s 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-tostudent, 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
cohort description
Highest qualification
Teaching experience
Diploma
Degree
Total
TE≤ 5
TE≤10
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
48
25
73
15
13
45
Total
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 5…Types of animals: vertebrates and invertebrates. Presentations for week’s lessons
completed
2/3/2014 07:36: Teacher 2: No SUNCEP Facilitator 1. Haven’t received anything from their side. Can I look on their
website?
2/3/2014 07:39: SUNCEP Facilitator 1: Yes, it’s 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. ..Microscope…Study plant/animal cell
2/3/2014 16:36: SUNCEP Facilitator 1: Oh, take photo’s 
2/3/2014 17:30: Teacher 8: Doing practical with one class for 2 periods tomorrow the other class with double
period…epidermal 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 children’s 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, I’m 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 that’s 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 don’t think it will work for the iodine test, because it doesn’t 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: Isn’t 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 8…I’m a bit confused…are 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 you’s 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 photo’s 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