1. Augmenting STEM education by integrating emerging technologies in Higher Education Institutions in developing contexts. Nyarai Tunjera University of Cape Town (UCT) & Tarisayi Mukabeta Bindura Univeristy of Science Education (BUSE) Nyarai Tunjera University of Cape Town (UCT) & Tarisayi Mukabeta Bindura Univeristy of Science Education (BUSE) 1

2. Good morning! Livukile! Mangwanani! Buenos dias! Goeie môre! Bonjour! hyvää huomenta! 2

3. Emerging Technologies & STEM Education 3

4. STEM Education What is STEM Education? Science, Technology, Engineering and Mathematics education engages learners in making sense of the world. What is STEM Education? Science, Technology, Engineering and Mathematics education engages learners in making sense of the world. 4

5. Global View of STEM Education A new workforce of problem-solvers, innovators, and inventors who are self- reliant and able to think logically is one of the critical foundations that drive their economy through STEM innovation capacity 5

6. National View of STEM Education STEM practicality is seen as the main route to bypass the prevailing current challenges we are facing 6

7. BUSE’S STEM mandate The University exists to contribute to the development of Zimbabwe through the advancement of knowledge and skills in science education. It seeks to produce innovative and highly acclaimed graduates equipped with research, entrepreneurial and technical skills for the benefit of the nation and the international community. The University exists to contribute to the development of Zimbabwe through the advancement of knowledge and skills in science education. It seeks to produce innovative and highly acclaimed graduates equipped with research, entrepreneurial and technical skills for the benefit of the nation and the international community. 7

8. Emerging Technologies What are Emerging Technologies (ETs)? 8

9. Global View of ET NMC Horizon Reports 9

10. Phase 2: 1999 -2003 Democratisation of knowledge and development of strategies Phase 4: 2009 -2013 Digital Literacies, flexible learning, social media and professional development Phase 3: 2004 -2008 Scholarship and Professional development Phase 1: 1994 - 1998 Computer Assisted instruction Phase 2: 1999 -2003 Democratisation of knowledge and development of strategies Phase 4: 2009 -2013 Digital Literacies, flexible learning, social media and professional development Phase 3: 2004 -2008 Scholarship and Professional development Phase 1: 1994 - 1998 Computer Assisted instruction 10

11. Phase 1: 1994 - 1998 Computer Assisted instruction 11

12. Phase 2: 1999 -2003 Democratisation of knowledge and development of strategies 12

13. Phase 3: 2004 -2008 Scholarship and Professional development 13

14. Phase 4: 2009 -2013 Digital Literacies, flexible learning, social media and professional development 14

15. Beyond 2013 - implications ● meaning of ‘TEACH’ and everything associated with this concept is revisited (oral traditions as its roots) ● demand for ONLINE LEARNING increases ● INNOVATION becomes a learning culture ● strategies to preserve DIGITAL EXPRESSIONS of institutional practices becomes priority or risk losing generations of scholarly, cultural and creative contributions ● meaning of ‘TEACH’ and everything associated with this concept is revisited (oral traditions as its roots) ● demand for ONLINE LEARNING increases ● INNOVATION becomes a learning culture ● strategies to preserve DIGITAL EXPRESSIONS of institutional practices becomes priority or risk losing generations of scholarly, cultural and creative contributions 15

16. National View ICT policy document 16

17. Technology enhanced STEM education ****Mobile learning 17

18. Mobile Mediated Social Learning Despite the undisputable evidence of mobile devices being owned by the majority of people … in Africa and Zimbabwe in particular, 104% penetration of mobile devices BUT technologies let alone mobile devise use in education is surprisingly slow. Despite the undisputable evidence of mobile devices being owned by the majority of people … in Africa and Zimbabwe in particular, 104% penetration of mobile devices BUT technologies let alone mobile devise use in education is surprisingly slow. 18

19. This snail’s pace penetration is largely attributed to powerful gatekeepers who seem not to recognise the value of Emerging Technologies and therefore demonise them rather than encourage their promising affordances. 19

20. There is a dichotomy between teaching 21st century learners on one hand, and using 20th century educational approaches. 20

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22. I will address two questions: 1. An information common sense question – Why are educational institutions reluctant to exploit technologies already in the hands of learners? 2.A sharing question – What are emerging technologies and what can be done with them? 1. An information common sense question – Why are educational institutions reluctant to exploit technologies already in the hands of learners? 2.A sharing question – What are emerging technologies and what can be done with them? 22

23. Why are educational institutions reluctant to exploit technologies already in the hands of learners? The problem is clear, ’digital immigrants’ (Prensky 2001) teachers assume that learners are the same as they have always been, and that the same methods that worked for the teachers when they were students will work for their students ‘digital natives’ of today. But this assumption is no longer valid. 23

24. What are Emerging Technologies and what can be done with them? 24

25. What are Emerging Technologies? Emerging Technologies are tools, innovations, and advancements utilised in diverse educational settings (including distance, face- to-face, and hybrid forms of education) to serve varied education-related purposes (e.g., instructional, social, and organisational goals). Veletsianos (2010) 25

26. 26 Constructivist Social Learning 21 st century learners Transactional Distance Mobile Mediated Social Networking GOAL Use mobile mediated Social network to Increase Dialogue and reduce Transactional Distance Analyse Online evaluations – usability / applicability Interaction Artefacts to verify quality, value paced the interactions posted by other group members Individual interviews and FGD to confirm if TD was reduc ed. It is known that students use mobile mediated social networks to interact virtually increased dialogue reduces Transactional Distance The study aims to link between MMSN use and group knowledge construction to reduce transactional distance learn better in social setting

27. Econet initiative EcoSchool Zero 27

28. WhatsApp 28

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30. Massive Open Online Courses MOOCs 30

31. MOOCs – could soon be delivered from the sky to remote areas in Africa, following the launch of the Inmarsat satellite, the Alphabus, (2013 international higher education conference). (Mitchell. 2013) 31

32. Online Respository Resources 32

33. Relevance of ET to the 21 st century Zimbabwean STEM Learner 1.Support learning skills needed to compete in the 21st Century environment. 2.Facilitate student centered learning 3.Create more relevant and interactive lessons 4.Support active learning principles 5.Afford anytime, anyway Learning 1.Support learning skills needed to compete in the 21st Century environment. 2.Facilitate student centered learning 3.Create more relevant and interactive lessons 4.Support active learning principles 5.Afford anytime, anyway Learning 33

34. Recommendations STEM teacher training institutions need to 1.Provide teaching and research facilities to meet the need of 21st century learning needs 2.Discuss pedagogy related to the 21st century STEM learner (Digital Native) STEM teacher training institutions need to 1.Provide teaching and research facilities to meet the need of 21st century learning needs 2.Discuss pedagogy related to the 21st century STEM learner (Digital Native) 34

35. Recommendations STEM Researchers, Academics 1.Develop practical solutions to STEM stakeholders needs. 2.Discuss pedagogy related to the 21st century STEM learner (Digital Native) STEM Researchers, Academics 1.Develop practical solutions to STEM stakeholders needs. 2.Discuss pedagogy related to the 21st century STEM learner (Digital Native) 35

36. Recommendations STEM teachers need to 1.Explore teaching approaches that meet the need of 21st century learners (Digital Natives) 2.Staff Develop, share experiences, create digital learning resources 3.Be innovative  fear of failure should not stop you STEM teachers need to 1.Explore teaching approaches that meet the need of 21st century learners (Digital Natives) 2.Staff Develop, share experiences, create digital learning resources 3.Be innovative  fear of failure should not stop you 36

37. Thank you! Ngiyabonga! Tatenda! Gracias! Dankie! Merci! Kiitos! 37