Browsing by Author "Knoetze, Frederik Willem Matthys"
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- ItemExploring the perceptions of PGCE students regarding the potential utility of blogging for teaching and learning(Stellenbosch : Stellenbosch University, 2017-12) Knoetze, Frederik Willem Matthys; Van der Walt, ChristaENGLISH ABSTRACT : In an era of increasing enthusiasm for digital and Internet-mediated educational practices, and their implications for social justice and access to education, there remains a sense of weariness amongst public school educators when it comes to the actual practice of digitally facilitated teaching and learning. Amongst the manyWeb 2.0 social and creative platforms that are being advocated; blogging for learning seems to offer a bridge from traditional to more digital pedagogies. Given the fundamentals of Halliday’s (1993) Language-based Theory of Learning, the question remains whether modern, South African teachers see the potential of blogging in their own educational practices. This study aims to explore pre-service teachers' perceptions of the utility of blogging for learning, with consideration of their professed understanding of the potential thereof compared to their own online writing over one year. To this end, working within a framework of integrated methodologies (layering Sociocultural Theory of Learning, Situated Theory of Learning, and Ecological perspectives of learning), a case study of the graduating class of Stellenbosch University's 2015 Postgraduate Certificate in Education (PGCE) programme was conducted. Data from a semi-structured survey is compared to participants' own blogging practices (as recorded via observation) and -posts (artefact analysis). Numeric and narrative participant data are analysed for significance and correlation. Findings are discussed and conclusions drawn from participants’ professed understanding and intentions compared to their actual blogging activities. Despite evidence of passive attitudes and consumption-focused practices in terms of online learning, data suggests developing possibilities of blogging for language and content learning. Avenues for further research are identified.