Higher-degree research being undertaken by Shaista Bibi

Project description

Shaista’s research explores the knowledge that teachers draw on when they are making use of Information and Communication Technology (ICT) in their teaching or when they are integrating ICT into their teaching and into their students’ learning. The research is aimed at exploring on what kind of knowledge elements teachers draw upon in their design and teaching decisions, how they frame situations when integrating ICT in teaching and learning and what form their technological, pedagogical and content knowledge (Mishra and Koehler, 2006) takes from knowledge in pieces (diSessa, 1993) conceptual perspective. Recent research by Mishra and Koehler (2006) has suggested that educationally effective use of ICT by teachers requires a blending of technological, pedagogical and content knowledge (TPACK). The genesis and development of a teacher’s TPACK is not well understood, nor has its form been explored. The research will take a closer look at TPACK, using knowledge in pieces (KiP) as a theoretical perspective to understand the form of knowledge and knowing (di Sessa, 1993; Hammer & Elby, 2002; Wagner, 2006). Some research perspectives on teachers’ knowledge assume that it is highly inter-related and internally coherent (Vosniadou, 2008). Such a perspective is consistent with a model of teachers’ professional knowledge as something that develops through formal instruction and through processes of reflection on teaching beliefs leading the teacher to eliminate inconsistent ideas, pursue the logical implications of beliefs. The KiP approach does not assume such internal consistency. Rather, it views knowledge as made up of multiple different experiences, in different contexts, which create fragments of knowledge that make sense in their context of origin. The research involves think aloud observations, epistemic interviews and classroom observations to explore teachers’ planning, design and teaching decisions.

Shaista Bibi is a PhD student at CoCo Research Centre in her third year of her PhD. She did Masters of Education from Pakistan and teaches at Fatima Jinnah Women University in Pakistan. She is currently on study leave in order to complete her PhD.

Awards

• Secured Human Resource Development (HRD) scholarship for higher education from Higher Education Commission (HEC) of Pakistan

Professional and community roles

• Lecturer at Fatima Jinnah Women University of Pakistan

Publications

• Ashe, D., & Bibi, S. (2011). Unpacking TPACK and students’ approaches to learning: Applying knowledge in pieces to higher education teaching and learning. In G. Williams, P. Statham, N. Brown, & B. Cleland (Eds.), Changing demands, changing directions. Proceedings Ascilite Hobart 2011 (pp. 128–132). Hobart, Australia: Ascilite.
• Bibi, S., Markauskaite, L., & Ashe, D. (2012) Planning to teach with ICT: Some insights into university teachers’ knowledge. In M. Brown, M. Harnett & T Stewart, (Eds.) Future challenges, sustainable futures. In Ascilite proceedings Wellington 2012 (p. 93-97).

Conference presentations

• Bibi, S., & Ashe, D. (2011). “Unpacking TPACK and students' approaches to learning: Applying knowledge in pieces to Higher Education teaching and learning”. Australian Society of Computers in Learning in Tertiary Education (ASCILITE), Hobart, Tasmania, 4-7 December 2011.
• Bibi, S., Markauskaite, L. & Ashe, D. (2012). “Planning to teach with ICT: Some insights into university teachers’ knowledge”. Australian Society of Computers in Learning in Tertiary Education (ASCILITE), Wellington, New Zealand, 25-28 November, 2012.