The purpose of the project introduced in this chapter is stated as investigating in what ways teachers are using disruptive methodologies in teaching and learning to foster learners' transversal skills in the Dinaledi cluster of Bojanala District, North West Province, South Africa. To summarize, the content of this chapter will provide readers with an overview in terms of background built on technological, pedagogical, and content knowledge (TPACK) as a framework for teachers. Contemporary issues in terms of tracing the development of teacher knowledge with regard to integrating technology, pedagogy, and content are also discussed, as well as solutions and recommendations to be made in this regard. Future research directions within the domain of the topic will also be suggested. The final section of the chapter will provide a discussion of the overall coverage of the chapter and concluding remarks.
TopIntroduction
This section will describe the general perspective of the chapter and end by specifically stating the objectives. The reader should note from the beginning of the chapter that it revolves around a research proposal presented to learn more about teachers using disruptive methodologies in teaching and learning to foster learners’ skills in terms of Technological, Pedagogical and Content Knowledge (TPACK). The chapter focuses on presenting a research proposal on the use of disruptive and innovative methodologies in secondary education, without prejudice to the fact that it can be extrapolated to other educational levels.
Information and Communication Technologies (ICTs) have “become an integral part of societies across the globe” (Chandra & Mills, 2015, p. 285) and change is a constant in the globalized world of today. Therefore, in recent years, full about-turns have been witnessed in many fields, and education is not an exception.
As new technologies and professional profiles emerge, traditional education paradigms have to be adapted to new scenarios, creating favorable conditions for transversal competencies to be fostered among students. This is remarkably important at all educational levels, including for Higher Education Institutions (HEIs), as it is essential for graduates to acquire entrepreneurial skills that will allow them to enter the labor market. Consequently, there is a growing demand for training in emergent transversal skills to solve problems of a different nature: distributive leadership competencies, empathy, the ability to control emotions, multiple intelligences to working, discussing and co-constructing divergent solutions, capabilities to search for reliable and contrasting information, compare potential risks and face situations with high levels of uncertainty, and many more.
In this sense, one of the challenges that teachers at all different educational levels and training contexts have to face is fostering these skills in their courses. To overcome these obstacles, innovative and disruptive methodologies, such as game-based learning activities like escape rooms, can be a great ally for teachers to work on both transversal skills and specific knowledge at the same time.
Teachers, who are using their unique knowledge to effectively integrate disruptive methodologies, lead the way in being resourceful in the teaching and learning situation to foster learners’ transversal skills. Using disruptive methodologies causes large-scale transformation that brings significant improvements to the education fraternity across the globe. With so much exposure to Fourth Industrial Revolution (4IR) technological devices, teachers hardly have a choice, but to embrace these new technologies and facilitate interactive teaching and learning to 21st century learners.
The educational fraternity promotes using disruptive methodologies, where teachers can augment teaching and make it interesting and meaningful. For learners to become successful in the 21st century (Nichols, 2019), teachers should deliver lessons that match digital natives’ needs. “Across Europe, the post-Bologna renewal of” higher education had “attempted to consolidate a process of informed change. Ideally, this entails a radical move from” teacher-centered, content-driven programs to learner-centered, competence-driven courses for these ‘digital natives’ (Robinson, Olvera-Lobo, & Gutiérrez-Artacho, 2016, p. 325).
Internationally, there is also growing consensus that the integration of ICTs in education increases 21st century learners’ transversal skills (Blignaut, Hinostroza, Els, & Brun, 2010). Sharing the same sentiments, TeachThought staff member Nichols (2019) pointed out that 21st-century society is required to use transversal competencies, like thinking critically, solving problems, collaborating, communicating with others, using various technologies, taking initiative, and bringing diverse perspectives into the learning environment. Using disruptive methodologies provide teachers with a chance to become highly self-reflective, and develop their pedagogical practices.