Developing a Framework for Professional Teacher Technical Identity Development through Mobile Learning

Kimera Moodley

doi:10.25159/2663-5895/12975

Authors

Kimera Moodley University of Pretoria https://orcid.org/0000-0002-5832-6009

DOI:

https://doi.org/10.25159/2663-5895/12975

Keywords:

mobile learning, technology acceptance, professional development, teacher technical identity development

Abstract

Teacher identity development is an ongoing and dynamic process whereby individuals negotiate external and internal expectations as they make sense of themselves and their work as educators. With the advancements in technology education and the many studies being done to understand and provide a simplified yet effective implementation process, the role of teacher identity development is of crucial importance. This is due to the close connection between identity and practice. Numerous studies have focused on the contributing factors that influence technology integration and implementation in teaching. Several models have been created to understand technology acceptance amongst teachers and learners, but the identity development that takes place within a teacher has not been explored. This article provides a framework that can be used to evaluate professional teacher technical identity development (PTTID) using three existing models related to technology integration. The Technological. Pedagogical, Content Knowledge (originally TPCK) now known as Technology, Pedagogy, and Content Knowledge (TPACK), Technology Acceptance Model (TAM), and Substitution, Augmentation, Modification, Redefinition (SAMR) models were investigated to identify plausible links. An action research approach was applied to explore and identify common themes and trends that would lead to the development of a PTTID framework. This framework will provide a holistic approach to technology implementation and a logical understanding of the drivers for technology adoption amongst in-service teachers.

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