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"The person doing the work, is usually doing the learning." Tarling, I. 2020

This has to be one of my most repeated phrases to educators, from professors and lecturers at higher education institutions, to practicing and office-based teachers, and teaching students. When we get children to create and innovate with technologies, they're doing the work and constructing knowledge. This process makes learning exciting and give them the tools to participate in a life-long journey to learning and discovery. As such, I've published on how teachers can incorporate constructionist / constructivist strategies using educational technologies. I also work closely with governments, corporate donors and philanthropist organizations to develop online courses for educators from all phases and grades, to integrate technologies in their teaching and learning, which are often aimed at mobile phone users who have limited internet access and bandwidth. The case study I'm presenting at the conference relates the most recent course developed for Malawi's 8 Teacher Training Colleges' lecturers to learn how to integrate technologies. The majority of these lecturers only have access to mobile phones and the course equips them to integrate digital technologies in their teaching and learning, and to change their teaching from a Direct Instructional Model to incorporate more Constructionist / Constructivist strategies.

Publications:The Teaching Change Frame (2016) South African Author for: Teachers Discovering Computers: Integrating Technology in the South African classroom (Cengage) (2020)Developed the Teaching Change Frame or TCF as a tool for teachers to diagnose their teaching with or without technologies, and plan how they want to change their teaching and learning practices. Often teachers use Direct Instructional practices and when they (start to) integrate technologies, they transfer these same strategies but use technologies to support these. The TCF shows how teachers can not only change from the way they use technologies but also the way they teach, transitioning from Direct Instruction strategies to Constructivist, Inquiry-based strategies.