Mobile digital literacy skills (MDLS) development as part of the curriculum for educators is necessary to ensure optimal use of the available technology but exactly what the curriculum should contain is less evident. To ensure consistency with prior knowledge and skills we started by considering MDLS at the school teachers' level. In this paper, we report on the development, implementation and evaluation of a mobile digital literacy skills development curriculum for school teachers in South Africa using a Design Science Research (DSR) approach. The DSR relevance cycle ensured engagement with the needs of the teaching communities while the rigor cycle guided the implementation of the curriculum and the evaluations by the stakeholders. The contribution of this paper is the mobile digital literacy curriculum and the lessons learnt from implementation and testing of the curriculum in the education context. In addition, this study demonstrates the efficacy of the DSR approach for knowledge creation and the evaluation of the artefact.
['Ronell van der Merwe', 'Dalize van Heerden']
Using technology to gain knowledge: Development, implementation and evaluation of a mobile digital skills curriculum for educators