Browsing by Author "Taylor, Anna M. M."
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- ItemDie integrasie van leertegnologie deur vermengde leer in die onderrig van Afrikaans huistaal(2021-03) Taylor, Anna M. M.; Van der Merwe, Michele F.; Strydom, Sonja C.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.ENGLISH ABSTRACT: global and local evolution of technology and the internet has added a new dimension to teaching and learning in the school classroom. This is an important issue, because some of the 21st century school learners are digital natives who also bring mobile technology into the Afrikaans Home Language class. This implies that the language teacher is confronted daily with the presence of mobile technology. This investigation was therefore framed by the following primary research question: how is learning technology integrated into Afrikaans Home Language teaching through blended learning? This study is further anchored in the philosophy of pragmatism and the conceptual framework defines concepts such as curriculum study, the subject areas of Language Education and Learning Technology as well as the concept of blended learning within the Afrikaans Home Language classroom. The study is theoretically grounded by different branches of constructivism and a number of models or frameworks have been used throughout as lenses to interpret the results. The research methodology used is a collective case study with a mixed method design. The data were obtained from teachers in the Western Cape who teach Afrikaans Home Language in the Further Education and Training (FET) phase and use technology in their classroom. The data generation consisted of two parts, namely a quantitative methodology of document analysis and questionnaires and a qualitative methodology of semi-structured interviews. The collective case study was presented in the format of four articles and each article deals with a sub-research question. Article one examines and critically evaluates through document analysis the reasons why technology should be integrated in the teaching of Afrikaans Home Language. The finding is that the Afrikaans Home Language teacher should develop learners' skills so that they can be technologically literate for the 21st century and therefore technology integration should take place in the classroom. Article two deals with the level at which technology is integrated in the traditional Afrikaans Home Language class. The SAMR model (Substitution, Augmentation, Modification, and Redefinition) van Puentedura (2006:2) was included in this research, as it served as a guideline for measuring the level of technology integration in the Afrikaans Home Language classroom. The main finding of this research shows that 79% of the Afrikaans Home Language teachers in this sample do integrate technology into the classroom and are therefore able to prepare learners for the new technological challenges of the 21st century. Article three deals with the use of the blended learning approach in the Afrikaans Home Language classroom, because the language teacher is aware of the new teaching possibilities that exist with regard to online teaching. The finding indicates that the implementation of a blended learning approach is feasible in the equipped South African language classroom. Article four deals with bridging the knowledge gap between pedagogical knowledge and technological pedagogical knowledge in Afrikaans Home Language teaching. The investigation also highlights that the solution to bridging the knowledge gaps that may have arisen also lies in the ability of a language teacher to be a lifelong learner. The results of the collective case study indicate that technology can be “the vehicle” with which the skills needs of the 21st century learner can be taught through the curriculum of Afrikaans Home Language. It was also found that technology integration does take place in the language classrooms and that the blended learning approach has been implemented to increase contact time and communication opportunities. Furthermore, the teachers in this case study bridge their knowledge gap by possibly using the following Technological Pedagogical Content knowledge and skills (TPACK), namely their knowledge of their own subject area and their leadership and management ability to manage the renewal in the classroom, but that they still kept in mind the purpose of the curriculum. The insight gained through the collective case study has been transformed into a simple model with which the process of integration of learning technology within the school classroom can be started.