Abstract
The proliferation and use of mobile technologies in the education sector have
contributed to the rapid increase in and extensive implementation of mobile
technology-enhanced teaching and learning across the globe. Mobile learning
technologies and game-based learning platforms have the potential to promote the
use of innovative pedagogical strategies such as mobile technology-enhanced
formative assessment practices in an inquiry-based science classroom. Accordingly,
there is an urgency to adopt trending innovative pedagogical strategies. However,
adequate support and guidance for in-service teachers are needed. In recognition of
the value of developing, supporting, and guiding in-service Life Sciences (LS) and
Physical Sciences (PS) teachers in enacting innovative mobile technology-enhanced
formative assessment practices, this study investigates the role of Empowerment
evaluation as a professional development approach for LS and PS teachers in
enacting mobile technology-enhanced formative assessment for inquiry-based
learning.
The study aims to provide a descriptive and interpretive analysis of the role of the
Empowerment evaluation as an approach for supporting and guiding four participant
LS and PS teachers when enacting mobile technology-enhanced formative
assessment in inquiry-based learning. The research used a qualitative research
method implemented through a case study design in line with the study aims. The
open-ended questionnaire, classroom observations, stimulated-recall discussions,
and semi-structured interviews were used to collect the qualitative data following the
four stages of the empowerment evaluation approach.
Purposive sampling was employed in the selection of four LS and PS teachers from
three different South African schools in the Gauteng province. The four LS and PS
teachers’ responses from an open-ended questionnaire and the transcribed data from
the semi-structured interviews were coded using a narrative, in-vivo analysis.
Classroom observations were video-recorded, transcribed, and deductively coded
using the integrated ESRU cycle elements and the 5E instructional model phases, with
the aim of comparing LS and PS teachers’ mobile technology-enhanced formative
assessment for inquiry-based learning, before and after the implementation of the
Empowerment evaluation professional development approach.