Title: Upgrading mathematical literacy teachers knowledge in rural schools via distance delivery mode: Prospects and challenges

Transcription

1 Title: Upgrading mathematical literacy teachers knowledge in rural schools via distance delivery mode: Prospects and challenges James Owusu-Mensah Mathematics Department Vaal University of Technology Vanderbijl Park & Prof Kofi Poku Quan-Baffour School of Education Department of Adult Basic Education & Training University of South Africa Pretoria Abstract Mathematics pervades all aspects of life in today s world but until 1994 it was not in the curriculum of most black schools in South Africa. Even in the few schools where it was offered that subject was optional. Because mathematics was not compulsory, many people did not study it at college to become teachers of the subject and this accounts for the paucity of mathematics teachers in South Africa today. In view of the importance of mathematics in the socioeconomic development of the country the current government introduced mathematical literacy as a compulsory subject for every learner who could not study pure mathematics. Being a new learning area there is a shortage of qualified teachers. This has led to a situation where non qualified teachers are involved in teaching it. Against this background these authors propose that the upgrading of mathematical literacy teachers can be best done through open distance learning mode of delivery which may not require teachers to leave their post. In this paper the experiences of the authors in open distance learning as students, practitioners and mathematics teachers are supported by the relevant literature. Key Terms: Distance. learning, technology, mathematical literacy, knowledge. Introduction The value of mathematics in the contemporary world cannot be overemphasized. It is needed and applied to almost all aspects of socio-economic and political life. Despite this fact, until 1994 the subject was not in the curriculum of most black schools, especially in the rural areas of South Africa. Even in the few peri-urban schools where it was offered as a school subject mathematics was optional. Being optional meant that students who trained as teachers did not study mathematics and this led to the paucity of teachers in that field. In affirming its importance in the socio-economic and political development of the country the government that came to power after 1994 introduced mathematical

2 literacy as a compulsory subject for every school learner who could not study pure mathematics in This means that any learner who could not study pure mathematics has to do mathematical literacy. Being a new learning area in the school curriculum, there were no trained and qualified teachers for it at the beginning. Teachers of other subjects, such as Setswana, Afrikaans, Geography, who did mathematics at school to grade 7 or 8 volunteered to teach the new subject. These volunteers were not qualified in both content knowledge and methodology of teaching mathematics. The Provincial departments of education provided these teachers with some kind of workshops but these were not enough to make them competent to teach the subject for the realization of its learning outcomes. From the experiences as teachers these authors propose that the upgrading of mathematical literacy teachers can be best done through open distance delivery mode because it may not require teachers to leave their post. They will earn while they learn. Again Open Distance Learning (ODL) is seen as a viable means for broadening educational access while improving the quality of education and giving the student-teachers a greater sense of autonomy and responsibility for learning (Calvet, 2006). The improvement of technology has made it easy to develop an effective and flexible distance learning programmes. This form of learning can occur side by side with face-to-face teaching and learning due to the accessibility of technology to most students at the countryside. For example with the spread of electricity supply to most of the communities, many students now have access to Internet, which can ease the communication between them and their lecturers. As Zirkle (2004) points out ODL has now received a major boost due to improvement in technology. The improvement of technology has made it possible to develop an effective and flexible distance learning programmes. In describing ODL Calvet (2006) mentions that it is the most viable means for broadening educational access while improving the quality of education, advocating peer-to-peer collaboration and giving the learners a greater sense of autonomy and responsibility for learning. Teacher upgrading through ODL: Rationale and Prospects In distance learning the individual is physically separated from the teacher during the learning process. Open distance learning is therefore based on the principle that

3 successful teaching and learning can take place in a context where the learner and the teacher are physically separated in time and space. However the learning environment for such system is very crucial for any meaningful learning, and in most cases they determine the effectiveness of distance learning In enjoying a greater flexibility and autonomy in learning, Mathematical Literacy teachers have the opportunity to upgrade their knowledge and skills through ODL programmes. Quan-Baffour (2000) affirms that the realization that in the contemporary world human contact is not the only way for knowledge and skills acquisition has made ODL through the use of technology a unique and important part of education. Through distance learning they will be able to improve their content knowledge of the subject and how to teach it. Quan-Baffour (2009) adds that the upgrading of knowledge and skills of all under qualified professionals search as teachers through ODL can, in no doubt, increase productivity and efficiency. For this reason O D L in today s world has received a major boost due to the improvement in technology. Distance learning programmes are not only flexible but also cost effective. Apart from improving their content knowledge and the methodology for teaching the ODL delivery mode has the prospect of empowering the newly mathematical literacy teachers to acquire higher qualifications in their chosen field while they carry on with their socio-economic responsibilities as adults. As adults, most of the mathematical literacy teachers have family and community responsibilities to take care of and may not be able to go to school on full time basis. For example as parents they need to be home to bring up their children to ensure family cohesion. This situation makes the distance learning mode more convenient to them. Open and distance education therefore has the tendency to expand access to education at any point in time. Adults, as well as youths who are excluded from conventional institutions because of age, work, family, geographical distance may be able to learn through open and distance education. Neal and Miller (2004), affirm that accessibility includes providing more learning opportunities to diverse students independent of location, provided the students have technology skills, access and support. In providing access to diverse students ODL caters for both students with disabilities (eg the physically handicapped, deaf, and blind) and the physically able

4 Although in distance learning, the student is usually physically separated from the lecturer, technology has made regular contacts possible. Citing Cantelon (1995) Galusha (2008) points out that most of the higher education will take place off campus through technological methods of delivery. Thus open distance learning is therefore based on the principle that successful teaching can take place even though the student and the lecturer are physically separated from each other. One of the major values of distance education is to teach students to be independent learners and thinkers. By providing the mathematical literacy teachers with courses to improve their content knowledge, they will be able to become independent and critical thinkers and achieve their learning outcomes. Teachers are generally regarded as the source of relevant knowledge, skills and values for the general development of a country. With the demise of apartheid in 1994, the need for education, especially mathematics education, became paramount in South Africa and consequently to make education accessible to all citizens more schools were opened in all communities throughout the country. More schools means that more teachers, including mathematical literacy teachers must be trained, and for the fact that the conventional mode of training of teachers cannot address the problems faster, made it imperative for ODL to be used side by side with the conventional system. As a force contributing to social and economic development, open and distance learning has grown and has been accepted as an indispensable part of the mainstream of educational system globally. As Yates and Tilson (2000) points out, during this century we will need our teachers to become more skilled than before. They will need to become knowledge facilitators, information managers and above all to know how to celebrate and build on and extend individual difference. There are some factors that have contributed to the popularity and growth of distance education. One important factor is cost effectiveness. ODL in general is cheaper in cost as compared to residential education. In affirming this fact, Neal and Miller (2004) point out that the desire to reduce cost; increase reach and the desire to improve the quality of education are some of the major factors that have contributed to distance education. Cost savings is one of the most common motivators for starting distance education

5 programme. Cost can be saved by reducing learner related expenses such as transportation or by reducing institutional expenses such as those for classrooms or buildings, although it can be expensive to set up technology and compensate faculty (Neal and Miller, 2004). Time savings is another motivation for ODL To the learner there is no pressure to get to class because learning can be done at their own convenience any where. This removes learner fatigue when a student is in class based on the class schedule rather than personal preference. Time savings also crops up in the reduced time between identifying a need to learn something and finding and taking a course (Neal and Miller, 2004) Forms of delivery mode suitable for teachers in rural areas The upgrading of content and pedagogical knowledge of mathematical literacy teachers in the rural areas through open distance learning delivery may take various forms. In the rural context the training of teachers could be done through multi- media delivery mode such as the use of radio broadcast, audio cassettes, video cassettes and CD. These media in conjunction with local provision e.g. face-to-face tutorials can provide effective ways of teaching groups of teachers that might not otherwise be reached. Quan-Baffour (2009) points out that open distance learning, through the use of multi- media, can offer the promise of reaching out to remote areas where the training needs are greatest and the absence of training facilities is most acute. Multi-media methods using distance learning as their thrusts have already proved useful and successful in a wide range of countries and contexts for formal education. In the rural context where there is no reliable electricity supply teachers may have access to portable radios and tape recorders (Quan- Baffour, 2009). These teacher-students could listen to radio broadcast beamed from the ODL institution and record the lecture for their own studies. Lecturers can provide their students with relevant lecture on audio and video cassettes and CDs which can be played by students at convenient times and study the content. In areas where electricity is available students could meet as a group and play back the video cassettes supplied by the lecturers and discuss its contents.

6 In addition to that tutorial letters could be posted to students to provide them with guidance and academic support in their studies. Lecturers can also visit groups of students for face to face discussion classes where learning difficulties could be addressed. Such application of the various forms of media suitable for rural context could enhance learning and assist in the achievement of teaching and learning goals. Possible challenges of upgrading rural teachers through ODL In ODL, students are required to assume an expanded responsibility for their learning but could be hindered by socio-economic and technological conditions such as family, friends, work situation, finance and availability of technology. The challenges faced by mathematical literacy teachers in distance learning may fall into several distinct categories: cost and motivators, feedback and teacher contact, student support and services, alienation and isolation, lack of experience and training. Mathematical literacy teachers who enroll as distance learners are likely to have more insecurity about learning. These insecurities may be founded in personal and school related issues such as financial cost of study, disruption of family life, perceived irrelevant of their studies and lack of support from employers. Some of the financial cost of distance learning includes traveling expenses (Galusha,2008). In developing economies, there are significant challenges associated with the implementation of open and distance learning. The challenges to the training of teachers may be many, but in the rural areas the following are the major ones. Electricity Supply Electricity may not have reached all the rural communities and where it exists the supply is not reliable. Electricity could go off at any time and this could be a major barrier to the upgrading of teachers through ODL. Lack of access to Internet and inadequate telecommunication facilities. Many of the teachers in the rural areas do not have e mail addresses and the few of them who have e mail addresses have to travel for about kilometers to town to access information from Internet Cafes at a cost. The introduction of mobile phones has ease the communication between lecturers and students, however the problem of network in most

7 rural communities remain a barrier. In the words of Harry, John & Keegan (1993) the existing telecommunication systems are inefficient and/or expensive to use so that educational institutions are unlikely to place too much reliance on them for teaching, support or information searching. Such circumstances could prevent some instructors from producing and using advanced media to provide higher quality material for students. Lack of Computer skills Among most of the teachers in the rural areas only few have computer and typing skills and may not be able to access information from the Internet. Radio broadcasting time Quan-Baffour (2009) points out that transmission times of radio and changes in frequencies on transmitter radios may not always suit open distance learners. Most of the teachers studying through ODL could be at work during transmission times and to reach them means special arrangements may have to be made for them to stay away from work and travel to the nearest center where Video Conferencing can be used. Experience and expectation of teachers in ODL The mathematical literacy teachers who are studying through ODL are products of face to face and because of lack of experience in distance learning they may expect to meet their lecturers face to face. This situation may lead to loss of student motivation due to lack of face to face contact. Organisation and supervision of Teaching Practice. The organization and supervision of effective teaching practice could be a daunting task and costly to the institution. The institution may not get enough personnel who will go to all the country side schools to assess the academic and professional performance of mathematical literacy teachers who are being upgraded. The reliance of local expertise for supervision of teachers may not only be costly but could compromise quality.

8 Conclusion Mathematical literacy is new but a very important subject in South African school curriculum. The subject was introduced into the school curriculum in 2006 without adequate trained teachers. Most of the teachers who opted to teach Mathematical literacy were not initially trained for that subject. The need to upgrade the teachers has therefore become more apparent and crucial in order to ensure the realization of quality outcomes. The existing teachers may not be able to leave their posts to attend full time upgrading courses due to socio-economic reasons. The paper therefore concludes that despite some possible challenges the content and pedagogical knowledge of Mathematical literacy teachers in the countryside schools can be effectively upgraded through the use of open distance learning mode without taking the teachers out of their posts. References Galusha, J. M Barriers to Learning in Distance Education: The Infrastruction Network. University of Southern Mississippi pp.1-10 Harry, K. John, Keegan.M & Keegan, D Distance Education: New perspective London: Routledge Neal L. & Miller D The basics of E-Learning; An excerpt from handbook of human factors in web design. e Learning magazine, Aptima, Inc pages 1-7. Quan-Baffour A model for the evaluation of Abet programmes. UNISA. D.Ed T Thesis Quan-Baffour The possible contribution of ODL to the New Partnership for Africa s Development. Journal of Literacy and Adult Educ. Vol 4 no. 1 pages Yates, C. and Tilson, T Basic education at a distance; An introduction. In Basic Education at a Distance. World Review of distance education and Open learning, Volume 2 Zirkle, C Distance Education Programming: Barriers in Career and Technical Teacher Education in Ohio. Journal of Vocational Education Research, Volume 29 no. 1