Augmented Reality for Teaching Storytelling in a Rural Foundation Phase Primary School: Integrating a Place-Based Approach
- Mpiti, Thandiswa Pretty, Makena, Bulelwa, Qoyi, Motsi
- Authors: Mpiti, Thandiswa Pretty , Makena, Bulelwa , Qoyi, Motsi
- Date: 2023
- Subjects: Augmented reality , Place-based approach , Storytelling , Foundation phase , Rural phase school , Literacy teaching
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14191 , vital:79152 , DOI: https://doi.org/10.46303/ressat.2023.24
- Description: Augmented reality (AR) has recently become a new leading edge in mobile-assisted language learning attributed to the popularity of smartphones. The place-based approach (PBA) is a situated, context-rich teaching and learning modality characterized by its relationship to place. AR and PBA have proven to be useful in educational settings; however, few studies have observed them being used jointly. This study aims to explore the combination of AR and PBA in teaching storytelling in a foundation phase (FP) rural primary school. Based on current trends, the study also aims to design learning principles for teaching that will help language teachers integrate this innovative technology and approach into literacy teaching. The study was tested with two FP teachers and 12 FP learners in a real classroom and carried out with qualitative observations and semi-structured interviews. The findings reveal that learners are more motivated and interested in activities that have been enhanced because they encourage problem-solving, discovery, and socialization. The findings also suggest that technological interventions, particularly when learners work as a team, may have a bigger impact than non-technology-integrated instruction. These results offer demonstrable support for technology use and have useful results for future practice.
- Full Text:
- Date Issued: 2023
- Authors: Mpiti, Thandiswa Pretty , Makena, Bulelwa , Qoyi, Motsi
- Date: 2023
- Subjects: Augmented reality , Place-based approach , Storytelling , Foundation phase , Rural phase school , Literacy teaching
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14191 , vital:79152 , DOI: https://doi.org/10.46303/ressat.2023.24
- Description: Augmented reality (AR) has recently become a new leading edge in mobile-assisted language learning attributed to the popularity of smartphones. The place-based approach (PBA) is a situated, context-rich teaching and learning modality characterized by its relationship to place. AR and PBA have proven to be useful in educational settings; however, few studies have observed them being used jointly. This study aims to explore the combination of AR and PBA in teaching storytelling in a foundation phase (FP) rural primary school. Based on current trends, the study also aims to design learning principles for teaching that will help language teachers integrate this innovative technology and approach into literacy teaching. The study was tested with two FP teachers and 12 FP learners in a real classroom and carried out with qualitative observations and semi-structured interviews. The findings reveal that learners are more motivated and interested in activities that have been enhanced because they encourage problem-solving, discovery, and socialization. The findings also suggest that technological interventions, particularly when learners work as a team, may have a bigger impact than non-technology-integrated instruction. These results offer demonstrable support for technology use and have useful results for future practice.
- Full Text:
- Date Issued: 2023
Computer Applications Technology Teaching: A Case of Supporting Secondary School Curriculum Imperatives
- Makena, Bulelwa, Yengwayo, Zameka Primrose
- Authors: Makena, Bulelwa , Yengwayo, Zameka Primrose
- Date: 2023
- Subjects: Computer skills , Digital tools , Computer , Online applications , Technology
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14216 , vital:79155 , DOI: https://doi.org/10.31435/rsglobal_ijitss/30092023/8028
- Description: The purpose of this study was to determine whether Computer Applications Technology secondary school teachers receive necessary support. Qualitative approach was chosen because it incites the most important meaning from participants and best suited for small samples. As case study embedded this investigation. A case study was used for this qualitative paper with an aim to investigate whether Computer Applications Technology teaching was supported to enhance secondary school curriculum imperatives. Three participants were selected purposively from a rurally located Eastern Cape Education District. To collect data, semi-structured interviews were used. Data were analysed thematically. Findings indicated that teachers do not receive necessary support on technology use, this caused by insufficient school funds to render trainings towards upskilling human resource for expected content knowledge. The paper recommends that school authorities need to support teachers and learners as CAT is one of the vital subjects underpinning school curriculum. In conclusion, school authorities is obliged to render support towards developed computer literacy skills.
- Full Text:
- Date Issued: 2023
- Authors: Makena, Bulelwa , Yengwayo, Zameka Primrose
- Date: 2023
- Subjects: Computer skills , Digital tools , Computer , Online applications , Technology
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14216 , vital:79155 , DOI: https://doi.org/10.31435/rsglobal_ijitss/30092023/8028
- Description: The purpose of this study was to determine whether Computer Applications Technology secondary school teachers receive necessary support. Qualitative approach was chosen because it incites the most important meaning from participants and best suited for small samples. As case study embedded this investigation. A case study was used for this qualitative paper with an aim to investigate whether Computer Applications Technology teaching was supported to enhance secondary school curriculum imperatives. Three participants were selected purposively from a rurally located Eastern Cape Education District. To collect data, semi-structured interviews were used. Data were analysed thematically. Findings indicated that teachers do not receive necessary support on technology use, this caused by insufficient school funds to render trainings towards upskilling human resource for expected content knowledge. The paper recommends that school authorities need to support teachers and learners as CAT is one of the vital subjects underpinning school curriculum. In conclusion, school authorities is obliged to render support towards developed computer literacy skills.
- Full Text:
- Date Issued: 2023
Instilling an Investigative Culture in Language Learning
- Authors: Makena, Bulelwa
- Date: 2023
- Subjects: Skills , Investigative culture , Language , Learning , Proficiency
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14208 , vital:79158 , DOI: https://doi.org/10.5430/wjel.v13n7p408
- Description: To be proficient when learning a language, one needs to have an instilled culture to investigate and probe deeper into diversities of the underlying language aspects. An investigative culture and improved critical thinking skills during language learning requires a multifaceted approach that involves both the teacher and learners to engage cooperatively. When this culture has been instilled, teachers can impart to learners skills to analyse information and evaluate sources, yet, drawing conclusions based onevidence. This paper had its main aim of investigating whether instilling an investigative culture can enhance language learning for improved comprehension skills. For this investigation, a qualitative approach was applied and entrenched in a case study design where five conveniently sampled university English language teachersas initiators to implant an investigative culture to enhance language learning were nominated as participants. To collect data, semi structured interviews were administered and this assistedto have better understanding of the underlying factors caused by lacking culture to investigate matters for enhanced language learning. From this study it was divulged that (i) enhanced research skills and (ii) improved memory retentionwere themajor findings as outcomes of an instilled investigative culture when learning languages. It is concluded and recommended by this paper that an investigative culture in language learning can lead to improved language proficiency, with established criticalthinking skills that can help to enhance research skills, thereby preparing learners for real-world encounters.Keywords: skills, investigative culture, language, learning, proficiency.
- Full Text:
- Date Issued: 2023
- Authors: Makena, Bulelwa
- Date: 2023
- Subjects: Skills , Investigative culture , Language , Learning , Proficiency
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14208 , vital:79158 , DOI: https://doi.org/10.5430/wjel.v13n7p408
- Description: To be proficient when learning a language, one needs to have an instilled culture to investigate and probe deeper into diversities of the underlying language aspects. An investigative culture and improved critical thinking skills during language learning requires a multifaceted approach that involves both the teacher and learners to engage cooperatively. When this culture has been instilled, teachers can impart to learners skills to analyse information and evaluate sources, yet, drawing conclusions based onevidence. This paper had its main aim of investigating whether instilling an investigative culture can enhance language learning for improved comprehension skills. For this investigation, a qualitative approach was applied and entrenched in a case study design where five conveniently sampled university English language teachersas initiators to implant an investigative culture to enhance language learning were nominated as participants. To collect data, semi structured interviews were administered and this assistedto have better understanding of the underlying factors caused by lacking culture to investigate matters for enhanced language learning. From this study it was divulged that (i) enhanced research skills and (ii) improved memory retentionwere themajor findings as outcomes of an instilled investigative culture when learning languages. It is concluded and recommended by this paper that an investigative culture in language learning can lead to improved language proficiency, with established criticalthinking skills that can help to enhance research skills, thereby preparing learners for real-world encounters.Keywords: skills, investigative culture, language, learning, proficiency.
- Full Text:
- Date Issued: 2023
Organisational Capacity for Learners: Let Them All Speak and Write
- Authors: Makena, Bulelwa
- Date: 2023
- Subjects: Proficiency , Comprehension , Inclusive learning , Organizational capacity , Language development , Spoken and written texts
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14260 , vital:79172 , DOI: https://doi.org/10.31435/rsglobal_ijitss/30122023/8082
- Description: In classroom situations encouraging learners to holistically engage in spoken and written tasks in English language learning with characteristics of being additional and unfamiliar, is equated to enhancing learning environment, thereby fostering individualand collective growth. For organizations to inspire recipients with speaking and writing abilities, this leads to innovative solutions. This paper seeks to inquire whether fostering opportunities in an organizational capacity for learners to engage in speaking and written activities have any significant importance towards enhanced language development. Underpinning this inquiry is a qualitative research approach with a case study design to explore key characteristics of the studied case. To gather data, five conveniently nominated participants were identified from a rurally located institution of higher learning. Semi-structured interviews led to a thematic analysis of gathered data. Findings revealed that through consistent engagements in spoken and written texts (i) there were improved communication skills and (ii) the development of an inclusive learning environment. The study concludes that when learner communication skills have been refined, this is tantamount to academic excellence with recommendations that individual learner contributions should be valued as inclusion promotes mutual responsiveness among teachers and learners not only in language learning but across all subjects underpinning curriculum.
- Full Text:
- Date Issued: 2023
- Authors: Makena, Bulelwa
- Date: 2023
- Subjects: Proficiency , Comprehension , Inclusive learning , Organizational capacity , Language development , Spoken and written texts
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14260 , vital:79172 , DOI: https://doi.org/10.31435/rsglobal_ijitss/30122023/8082
- Description: In classroom situations encouraging learners to holistically engage in spoken and written tasks in English language learning with characteristics of being additional and unfamiliar, is equated to enhancing learning environment, thereby fostering individualand collective growth. For organizations to inspire recipients with speaking and writing abilities, this leads to innovative solutions. This paper seeks to inquire whether fostering opportunities in an organizational capacity for learners to engage in speaking and written activities have any significant importance towards enhanced language development. Underpinning this inquiry is a qualitative research approach with a case study design to explore key characteristics of the studied case. To gather data, five conveniently nominated participants were identified from a rurally located institution of higher learning. Semi-structured interviews led to a thematic analysis of gathered data. Findings revealed that through consistent engagements in spoken and written texts (i) there were improved communication skills and (ii) the development of an inclusive learning environment. The study concludes that when learner communication skills have been refined, this is tantamount to academic excellence with recommendations that individual learner contributions should be valued as inclusion promotes mutual responsiveness among teachers and learners not only in language learning but across all subjects underpinning curriculum.
- Full Text:
- Date Issued: 2023
Policy Imperatives: A Case of Gender Non-Conforming Learners
- Makena, Bulelwa, Feni, Lungisani Viwe
- Authors: Makena, Bulelwa , Feni, Lungisani Viwe
- Date: 2023
- Subjects: Policy , Gender , Non-conforming , Diversity
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14217 , vital:79156 , DOI: https://doi.org/10.38159/ehass.2023485
- Description: As the Bill of Rights prescribed by the South African Constitution stipulates, all people, irrespective of gender, race and religion, have a right to equal opportunities. This is articulated by the Gender Schema Theory as it stipulates that some cohorts of learners are aligned to socially accepted behaviours while other gender aschematic learners perform parallel to socially recognized behaviours. Therefore, all learners are entitled to equal treatment and they have a right to education, especially because South Africa is a country renowned for its rainbow-nation characteristic, allowing it to accommodate diverse citizens. It is for this reason that this paper investigated whether school policy logistics have an impact on gender non-conforming learners in one rural Senior Secondary in the Eastern Cape province of South Africa. Two teachers were purposefully sampled as participants for this qualitative case study research. To collect data, semi-structured interviews were administered. Using thematic analyses led to the formation of themes which were used to discuss findings. The study found that (i) there are dynamics in policy formulation and also that (ii) there is a violation of school policies. This subjects them to social exclusion and social control that marginalises gender minorities. The study recommends that gender specific school policies be redefined to promote gender neutral and inclusive schools, thus creating societies where everyone is welcome and protected as suggested by the Constitution of the Republic of South Africa.
- Full Text:
- Date Issued: 2023
- Authors: Makena, Bulelwa , Feni, Lungisani Viwe
- Date: 2023
- Subjects: Policy , Gender , Non-conforming , Diversity
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14217 , vital:79156 , DOI: https://doi.org/10.38159/ehass.2023485
- Description: As the Bill of Rights prescribed by the South African Constitution stipulates, all people, irrespective of gender, race and religion, have a right to equal opportunities. This is articulated by the Gender Schema Theory as it stipulates that some cohorts of learners are aligned to socially accepted behaviours while other gender aschematic learners perform parallel to socially recognized behaviours. Therefore, all learners are entitled to equal treatment and they have a right to education, especially because South Africa is a country renowned for its rainbow-nation characteristic, allowing it to accommodate diverse citizens. It is for this reason that this paper investigated whether school policy logistics have an impact on gender non-conforming learners in one rural Senior Secondary in the Eastern Cape province of South Africa. Two teachers were purposefully sampled as participants for this qualitative case study research. To collect data, semi-structured interviews were administered. Using thematic analyses led to the formation of themes which were used to discuss findings. The study found that (i) there are dynamics in policy formulation and also that (ii) there is a violation of school policies. This subjects them to social exclusion and social control that marginalises gender minorities. The study recommends that gender specific school policies be redefined to promote gender neutral and inclusive schools, thus creating societies where everyone is welcome and protected as suggested by the Constitution of the Republic of South Africa.
- Full Text:
- Date Issued: 2023
Preparing Student Teachers Through Physical Education Teaching and Learning: A Study in One Rurak University of the Eastern Province
- Mpahla, Elliot Ntando, Makena, Bulelwa
- Authors: Mpahla, Elliot Ntando , Makena, Bulelwa
- Date: 2023
- Subjects: Physical Education , Student teachers , Faculty of Education , Eastern Cape Province
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14255 , vital:79166 , DOI: https://doi.org/10.31435/rsglobal_ijitss/30092023/8027
- Description: The findings from this study indicated that the programmes of student teacher education are not implemented in totality as there is no module for Physical Education (PE) in the programmes of study in the Faculty of Education. This study aimed at investigating the preparation of student teachers through PE teaching and learning in one rural university of the Eastern Cape Province. PE teaching and learning for student teachers at a higher education institution means preparing futureteachers in totality to acquire vibrant and active public schools. This study used a qualitative research methodology where data was collected from fifteen (15) participants composing of five (05) B Ed Foundation Phase Teaching student teachers, five (05) Postgraduate (PGCE) student teachers and five (05) lecturers from the Faculty of Education. Semi structured interviews were used as instruments of data collection. Participants for the study were selected through purposive sampling because of their defining characteristics about the knowledge of the problem under study. The study concludes that it is awkward to train and develop student teachers for public schools without the knowledge of PE teaching and learning. There is a recommendation to infuse training of student teachers in PE, henceforth, as novice teachers get employment at schools, they are allocated among other duties, extra mural activities such sport.
- Full Text:
- Date Issued: 2023
- Authors: Mpahla, Elliot Ntando , Makena, Bulelwa
- Date: 2023
- Subjects: Physical Education , Student teachers , Faculty of Education , Eastern Cape Province
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14255 , vital:79166 , DOI: https://doi.org/10.31435/rsglobal_ijitss/30092023/8027
- Description: The findings from this study indicated that the programmes of student teacher education are not implemented in totality as there is no module for Physical Education (PE) in the programmes of study in the Faculty of Education. This study aimed at investigating the preparation of student teachers through PE teaching and learning in one rural university of the Eastern Cape Province. PE teaching and learning for student teachers at a higher education institution means preparing futureteachers in totality to acquire vibrant and active public schools. This study used a qualitative research methodology where data was collected from fifteen (15) participants composing of five (05) B Ed Foundation Phase Teaching student teachers, five (05) Postgraduate (PGCE) student teachers and five (05) lecturers from the Faculty of Education. Semi structured interviews were used as instruments of data collection. Participants for the study were selected through purposive sampling because of their defining characteristics about the knowledge of the problem under study. The study concludes that it is awkward to train and develop student teachers for public schools without the knowledge of PE teaching and learning. There is a recommendation to infuse training of student teachers in PE, henceforth, as novice teachers get employment at schools, they are allocated among other duties, extra mural activities such sport.
- Full Text:
- Date Issued: 2023
Rural Support Experience of Student-Teachers in South Africa: The Need for Supportive Infrastructure and Language Teaching
- Omodan, Isaiah Bunni, Makena, Bulelwa
- Authors: Omodan, Isaiah Bunni , Makena, Bulelwa
- Date: 2023
- Subjects: Rurality , Rural support expirience , Student teachers , ABCD , Transformation
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14272 , vital:79165 , DOI: https://doi.org/10.5430/wjel.v13n2p224
- Description: Rural communities in South Africa have various inadequacies and a lack of social support systems for the people and their inhabitants. Experiences and observations showed that the majority of the student teachers in the Eastern Cape province of South Africa undergo their teaching practice activities in one or two rural locations, which led to many of them having to suffer from a lack of support and social amenities in their place of teaching practice. This study explores student teachers experiences, ranging from the challenges and opportunities available for them during the program. Asset Based Community Development (ABCD) approach was used to underpin the study. The study falls within the transformative paradigm, and participatory research was used to design the study. Convenient sampling was used to select ten student teachers posted to rural locations for their teaching practice within the Eastern Cape province. Reflection was used to elicit data from the participants, and the data were analysed thematically. The study found that inadequate resources and social amenities, and language barriers are challenges encountered by the student teachers. The study also found that the provision of supportive infrastructures and the intensification of Language teaching is imminent among rural learners…
- Full Text:
- Date Issued: 2023
- Authors: Omodan, Isaiah Bunni , Makena, Bulelwa
- Date: 2023
- Subjects: Rurality , Rural support expirience , Student teachers , ABCD , Transformation
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14272 , vital:79165 , DOI: https://doi.org/10.5430/wjel.v13n2p224
- Description: Rural communities in South Africa have various inadequacies and a lack of social support systems for the people and their inhabitants. Experiences and observations showed that the majority of the student teachers in the Eastern Cape province of South Africa undergo their teaching practice activities in one or two rural locations, which led to many of them having to suffer from a lack of support and social amenities in their place of teaching practice. This study explores student teachers experiences, ranging from the challenges and opportunities available for them during the program. Asset Based Community Development (ABCD) approach was used to underpin the study. The study falls within the transformative paradigm, and participatory research was used to design the study. Convenient sampling was used to select ten student teachers posted to rural locations for their teaching practice within the Eastern Cape province. Reflection was used to elicit data from the participants, and the data were analysed thematically. The study found that inadequate resources and social amenities, and language barriers are challenges encountered by the student teachers. The study also found that the provision of supportive infrastructures and the intensification of Language teaching is imminent among rural learners…
- Full Text:
- Date Issued: 2023
Social Network Writing Trajectory Logistics: Impact on Language Proficieny
- Makena, Bulelwa, Mpiti, Thandiswa, Qoyi, Motsi
- Authors: Makena, Bulelwa , Mpiti, Thandiswa , Qoyi, Motsi
- Date: 2023
- Subjects: Social networks , Writing trajectories , Spelling , Text-analysis , Langauge enhancement
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14244 , vital:79167 , DOI: https://ijci.net/index.php/IJCI/article/view/1320
- Description: Language enhancement is a prerequisite for successful schooling and an essential aspect across curricular. All subjects underpinning the curriculum have texts to be comprehended. Consequently, the emergence of social network writing trajectories has brought about trending logistics of using shorthand and informal language for communication by users. What raises some alarm bells is that as learners fall within the cohort of users mentioned above, their language proficiency, specifically vocabulary and spelling, decreases. This concern probed us to investigate whether social network writing trajectory logistics have any significant impact on language proficiency. For this investigation, a qualitative research approach embedded in a case study design was administered. Using this approach led to better understanding of the underlying motives as perceived by English language teachers in relation to effects on language development. Three university teachers offering tuition to first year entering students were conveniently nominated and interviewed as they timeously reported about lack of academic writing…
- Full Text:
- Date Issued: 2023
- Authors: Makena, Bulelwa , Mpiti, Thandiswa , Qoyi, Motsi
- Date: 2023
- Subjects: Social networks , Writing trajectories , Spelling , Text-analysis , Langauge enhancement
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14244 , vital:79167 , DOI: https://ijci.net/index.php/IJCI/article/view/1320
- Description: Language enhancement is a prerequisite for successful schooling and an essential aspect across curricular. All subjects underpinning the curriculum have texts to be comprehended. Consequently, the emergence of social network writing trajectories has brought about trending logistics of using shorthand and informal language for communication by users. What raises some alarm bells is that as learners fall within the cohort of users mentioned above, their language proficiency, specifically vocabulary and spelling, decreases. This concern probed us to investigate whether social network writing trajectory logistics have any significant impact on language proficiency. For this investigation, a qualitative research approach embedded in a case study design was administered. Using this approach led to better understanding of the underlying motives as perceived by English language teachers in relation to effects on language development. Three university teachers offering tuition to first year entering students were conveniently nominated and interviewed as they timeously reported about lack of academic writing…
- Full Text:
- Date Issued: 2023
The Impact of Linguistic Constituencies on Language Profiency
- Makena, Bulelwa, Matiso, Hilda Nomasomi
- Authors: Makena, Bulelwa , Matiso, Hilda Nomasomi
- Date: 2023
- Subjects: Proficiency , Linguistic , Constituencies , Diversity
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14252 , vital:79170 , DOI: https://doi.org/10.38159/ehass.20234134
- Description: This study inquired into whether linguistic constituencies have an impact on learner language proficiency. An appropriate approach that was used encompasses qualitative research methods as they permit extracting valuable information from small samples. Underpinning this qualitative inquiry is Participatory Action Research (PAR) with its added advantage of being considered to have an underlying characteristic of engaging with community members in action. The researchers and study participants collaborated to determine the investigated problem, in this case being learner linguistic constituencies in parallel or divergent to language proficiency. Data was gathered from five purposefully nominated English language teachers from one rurally located institution of higher learning in one of the Eastern Cape Education Districts. Semistructured interviews generated rich thematically analysed data as they contained openended types of items…
- Full Text:
- Date Issued: 2023
- Authors: Makena, Bulelwa , Matiso, Hilda Nomasomi
- Date: 2023
- Subjects: Proficiency , Linguistic , Constituencies , Diversity
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14252 , vital:79170 , DOI: https://doi.org/10.38159/ehass.20234134
- Description: This study inquired into whether linguistic constituencies have an impact on learner language proficiency. An appropriate approach that was used encompasses qualitative research methods as they permit extracting valuable information from small samples. Underpinning this qualitative inquiry is Participatory Action Research (PAR) with its added advantage of being considered to have an underlying characteristic of engaging with community members in action. The researchers and study participants collaborated to determine the investigated problem, in this case being learner linguistic constituencies in parallel or divergent to language proficiency. Data was gathered from five purposefully nominated English language teachers from one rurally located institution of higher learning in one of the Eastern Cape Education Districts. Semistructured interviews generated rich thematically analysed data as they contained openended types of items…
- Full Text:
- Date Issued: 2023
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