Browsing by Author "Pedro, Marné"
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- ItemOnderwyserperspektiewe aangaande vervlegte leer as onderrig- en leerbenadering tot taalonderrig vir die 21ste-eeuse leerder(Stellenbosch : Stellenbosch University, 2019-12) Pedro, Marné; Van der Merwe, Michele F.; Stellenbosch University. Faculty of Education. Curriculum Studies.ENGLISH SUMMARY : The focus of this study is on the perspectives of language teachers on the use of blended learning approaches, regarding the teaching of the current 21st century learner. The three core considerations that guide this study firstly refer to the significant role that the teacher’s perspective plays on educational reform efforts, secondly on blended learning as a teaching and learning strategy for language teaching and thirdly, the consideration of 21st century learner’s needs within the context of the current educational landscape. New technologies can be regarded as synonymous with future-oriented education and with the technological advances that are so characteristic of the 21st century, it is necessary to redesign and transform the way people learn. Within the contextual framework of the 21st century classroom, it should be noted that technology is part of today's learner's overall frame of reference. This changing educational landscape urges the teacher to have an innovative disposition with regard to teaching and learning, and to explore ways in which technology can be integrated meaningfully within the curriculum framework and combined with the most valued features of traditional learning experiences to ultimately transform the language classroom in terms of the nature and quality of the educational experience. Given the crucial role of teachers’ perspectives in ensuring successful and meaningful implementation of innovative teaching and learning approaches, the researcher investigated the perspectives of eight language educators through the lens of an interpretivist case study approach. These language educators are currently using blended learning approaches within the parameters of existing national curriculum. The insights gained from the semi-structured interviews and focus group interview, were analyzed according to a content analysis approach, to ultimately answer the main research question of this study, namely: "What perspectives do language teachers have concerning the use of blended learning methods in their classrooms?" The researcher also used quantitative data analysis methods to determine the perspectives of the 21st-century learner, taught by these language teachers. The result is a detailed description of the lived experiences of teachers and learners of blended learning integration in the language classroom. The study found that there are divergent factors which influence the teacher’s perspective. Teachers may maintain a positive attitude towards the integration of learning technology in language teaching, but considerations such as contextual factors related to the practical implementation of blended learning, limited knowledge of the pedagogical principles that are foundational to blended learning approaches and the rebate of teacher involvement during planning and implementation phases of educational reform efforts, are ultimately strong determinants for teachers' classroom practices. This study also makes recommendations firstly with regard to bridging contextual factors that bask in blended learning implementation, secondly with regard to modifying blended learning integration policies to enhance teacher engagement and build pedagogical knowledge on innovative teaching methods, and thirdly with regard to the design of general planning framework that can be used by teachers during lesson planning to ensure meaningful technology integration. The study contributes to educational research by establishing the teacher’s perspective as an important consideration for successful educational reform movements. The study also makes an important contribution to the adoption of technology-driven educational practices in the local South African context.