Browsing by Author "Taylor, Ria"

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    ’n Behoefte aan die integrering van tegnologie in die Afrikaans Huistaal-klaskamer om die ontwikkeling van 21ste-eeuse vaardighede te ondersteun : ’n gevallestudie
    (LitNet, 2019-02) Taylor, Ria; Van Der Merwe, Michele F.
    ENGLISH ABSTRACT: The 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 the 21st-century school learner is a digital native that brings mobile technology into the language class. This means that the teacher is confronted daily with the presence of this technology. The purpose of the article is to answer the following research question: Why should the teacher integrate technology into the Afrikaans Home Language classroom? Special attention is given to: 21st-century learner needs; the reasons why technology should be integrated; and how documents relating to classroom teaching can be used to find an angle for integration of technology. This article critically examines and evaluates the reasons why we want to integrate technology into the teaching of Afrikaans Home Language. The finding is that the Afrikaans Home Language teacher should prepare learners for the 21st century and therefore technology integration should take place in the classroom. Jan (2017:53) emphasises the importance of the teacher‘s having to realise that the skill to acquire, assimilate and apply is a key skill of the 21st century. The literacies that are important in the 21st century are briefly, according to Partnership for 21st century learning (P21 2007:2): learning and innovation skills (creativity, innovation, critical thinking, problem-solving; communication and cooperation); information, media and technological skills (information and media literacy); ICT (information, communication and technology); literacy and life and career skills (flexibility, adaptability, initiative, self-employment, social and cross-cultural skills, productivity, accountability, leadership and responsibility). 21st-century technology has changed the context of the school classroom and urges teachers to look at it with new eyes. Anderson (2002:34) supports the view and states that teaching with technology has changed the teaching and learning environment, the learner's needs and the role of the teacher in the 21st century. The reality is that language teachers are equipped with technology and use it, but do not always know how to do it within the framework of the Afrikaans Home Language curriculum. The integration of technology is a conscious action within the 21st-century classroom, which actively involves the learner and teacher and forces both to innovate on the possible applications so that meaning can be gained through the experience. Tseng (2016:44) supports the statement with his argument that a 21st-century classroom combines the physical and the digital infrastructure, thus traditional learning (face to face) with online learning. It brings the approach of mixed or blended learning to the classroom. These innovative applications of technology also involve the field of constructivism. Constructivism is a learning theory based on the idea that people are "active" acquaintances and learning is determined by the complex combination of the learner's existing knowledge (prior knowledge), the social context and the situation, problem or activity to be solved (Tam 2000:51). Knowledge acquisition is constructive because the 21st-century learner uses his own existing knowledge and through interaction in the peer group, their combined knowledge is used to solve problems (Saavedra and Opfer 2012:8). The social interaction between learners also creates the opportunity to test and refine the knowledge (Ah-Nam and Osman 2017:205). The methodology used is an interpretivist case study with a qualitative and quantitative approach where document analysis is used as an instrument. The occurrence frequency of key terms is determined and shown on a graph. The key terms used are terms related to technology, the needs of the 21st-century learner (P21 Framework for 21st century learning 2007) and Afrikaans Home Language. The prevalence of key terms is investigated within the Afrikaans Home Language curriculum and the White Paper on e-Education in South Africa. These documents are chosen because they direct the classroom curriculum and the teacher uses them when a teaching and learning program is compiled. Based on the analysis of the different documents, it is insightful that the prevalence of key literacy is related to Afrikaans Home Language and technology. This connection indicates the point of view of using technology in the Afrikaans Home Language class. The different literacy skills are therefore an important point of departure for the use of technology in the classroom, because instead of focusing only on the traditional literacies of reading, writing and speaking, language teachers may also need to focus on the literacy needs specific to the 21st century. The case study as a strategy for investigation is also relevant because the researcher involves the source (the Curriculum and Assessment Policy of Afrikaans Home Language, or CAPS) that directs teaching within the Afrikaans Home Language classroom. This insight to involve the document or source of teaching enabled the researcher to realise that documents are an important theoretical aspect related to the context of the study (Bowen 2009:28). Therefore it was decided to use document analysis as a data collection method for the case study and to include other documents relating to the case. From the document analysis it was concluded that technology can be used within the context of the language class to develop the different types of literacy required for 21st-century learners. The starting point for the development of the 21st-century learner is ICT literacy. The article links the terms of language teaching and technology integration and reveals an important gap in the way in which the integration of technology takes place within the context of the Afrikaans Home Language class. The answer to the research question: "Why should the Afrikaans Home Language teacher integrate technology?" is that technology should be integrated because it can develop 21st-century literacy skills. These skills can be developed through the integration of technology with the content of the CAPS. The results of the research can contribute to the knowledge base of Afrikaans Home Language, as technology can be used to sharpen learners‘ 21st-century literacy skills. In the light of the results of this study, the following recommendations may make a contribution to the integration of technology into the Afrikaans Home Language classroom: Firstly, it can be used as a cognitive tool to make learners literate. Secondly, productivity can be improved by using applications that allow editing, animation and information retrieval. Thirdly, it can be used as a means of communication through which learners can share ideas (discussions), work together online (collaborative learning), do group work (co-operative learning and use other communication applications). Fourthly, it can be used to do research online (information literacy) and to save information in online clouds. Fifthly, it can be used for real-world imitation, with which the learner develops visual literacy skills for the 21st century. It can also be used for game-based learning to motivate learners to learn by playing games. Tasks can be done on computer and submitted online and it is appropriate for the communicative and task-based approaches. Within the context of Afrikaans Home Language the teacher should begin with literacy (as spelled out by the CAPS) and then follow with replanning and the establishment of a new plan for technology integration with a view to developing 21st-century skills. The implication for Afrikaans Home Language is that a replanning of teaching and learning should be done to determine how the needs of the 21st-century school learner can also be addressed within the language class. Within the context of Afrikaans Home Language such a plan can offer the following possibilities: provide access to the latest resources (information skills); create new ways to collect and capture data (computer literacy); create collaboration between learners, teachers and experts globally (critical thinking and communication skills); provide an opportunity to expand, publish and demonstrate understanding through the use of multimedia (media and computer literacy); create opportunities for authentic learning and teaching, as well as appropriate assessment possibilities (communication and information skills). We can therefore deduce that technology integration involves a systematic process of planning, design, evaluation and implementation. The Afrikaans Home Language teacher must take into account the following aspects: the construction of knowledge; the accessibility of technology; the blending of the traditional and online learning environments; learner-centeredness; the appropriate tools; the different ways technology can be use in the classroom context. The use of technology will also affect Afrikaans Home Language teachers' choices of teaching strategies, because the context of the classroom has changed. The 21st-century learners‘ needs also influence the classroom context and the Afrikaans Home Language teacher should integrate technology to develop learners' literacy skills.
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    Die integrasie van tegnologie in die Afrikaans huistaal-klaskamer van skole in die Wes-Kaap : 'n gevallestudie
    (LitNet, 2019) Taylor, Ria; Van der Merwe, Michele F.
    Die doel van hierdie navorsing was om die vlak van tegnologie-integrasie in die Afrikaans Huistaal-klaskamer van skole in die Wes-Kaap te ondersoek. In die 21ste eeu het die gebruik van tegnologie ’n belangrike deel van die leerproses binne en buite die taalklaskamer geword en daarom was dit nodig om die wyse waarop die taalonderwyser tegnologie integreer te ondersoek. In hierdie navorsing het ons probeer om die volgende navorsingsvraag te beantwoord: Hoe word tegnologie in die Afrikaans Huistaal-klaskamer van skole in die Wes-Kaap gebruik? Die probleem waarmee die taalonderwyser in die klaskamer worstel is nie of tegnologie gebruik behoort te word nie, maar of dit naatloos met onderrig geïntegreer kan word. Die akademiese belangrikheid van die navorsing is ondersteun binne die teoretiese raamwerk van die interpretivisme, want die subjektiewe betekenis van sosiale handelinge is ondersoek en ons was die “voertuig” wat die handelinge binne die sosiale werklikheid van die klaskamer onthul en omskryf het. Die ontologiese basis van hierdie studie is die konstruktivisme, omdat die skep van kennis binne die Afrikaans Huistaal-klaskamerkonteks meestal daardeur geskied. Die metodologie in dié navorsingsartikel is ’n gevallestudie. Die navorsingsbenadering van hierdie gevallestudie was ’n kwantitatiewe benadering, omdat die instrument wat gebruik is om die data mee in te samel ’n vraelys was, en verder is kritiese refleksie gebruik om verbande te trek en bevindinge binne die studieraamwerk wat gestel is, te omskryf. Die hoofbevindinge van hierdie navorsing toon dat 79% van die Afrikaans Huistaalonderwysers in hierdie steekproef wel tegnologie in die klaskamer integreer. Die gevorderdheidsvlak van die integrasie wissel egter van ’n lae na ’n hoë vlak van gebruik van tegnologie. Die implikasie vir Afrikaans Huistaal is egter dat daar sekere struikelblokke in die weg van naatlose integrasie bestaan. Alvorens aspekte soos die tekort aan leermateriaal vir tegnologiese integrasie, toegang tot tegnologie en die verband tussen die kurrikulum en tegnologieintegrasie binne die vakgebied nie aangespreek word nie, kan tegnologie-integrasie nie effektief of naatloos plaasvind nie.
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    Die oorbrugging van pedagogiese en tegnologiese pedagogiese kennisleemtes van Afrikaans Huistaalonderwysers
    (LitNet, 2022-04) Taylor, Ria; Van der Merwe, Michele F.
    AFRIKAANSE OPSOMMING: Die doel van die ondersoek is om die onderrigproses of -benadering van spesifieke Afrikaans Huistaalonderwysers te dekonstrueer2 ten einde ’n begrip te vorm van die wyse waarop die betrokke onderwysers hul pedagogiese en tegnologiese kennisleemtes oorbrug. Die ondersoek bepaal hoe die onderwysers self hul eie kennisbasisse ten opsigte van leertegnologie-integrasie ontwikkel en verbreed ten einde leemtes aan te vul. Die rol van die onderwyser as lewenslange leerder kom gevolglik in dié ondersoek ter sprake. Die TPEIK-model (tegnologiese pedagogiese en inhoudskennis) is onder andere vir die konseptualisering van die data gebruik en dit het insig in die werkswyse, denkwyse en praktyk van die Afrikaans Huistaalonderwyser gegee. In die navorsing is daar van verskeie lense gebruik gemaak om verbande te lê. Kognitivisme is gebruik ten einde kennisleemtes uit te lig, en in daardie verband is veral gebruik gemaak van Mishra (2018) se TPEIK-model. Verdere aspekte van die sosiale aard van die klaskamer is uitgelig deur die lense van kritiese konstruktivisme (kritiese geletterdheid), konnektivisme (die onderlinge verbindinge tussen leerders en onderwysers) en konstruksionisme in te span, terwyl die VVVH-model3 en die raamwerk van Hutchison en Woodward (2014) gebruik is tydens die dekonstruksie van die onderrigproses van Afrikaans Huistaal. Die benadering tot die data (die metodologie) is ’n kwalitatiewe gevallestudie en die data-insameling het geskied deur semigestruktureerde onderhoude. Verder word kritiese diskoersanalise4 as metode vir die ontleding van die data gebruik. Ons het kritiese diskoersontleding gebruik om die transkripsies van die onderhoude te ontleed, afleidings te maak en vergelykings met gekose teorieë te tref. Die kwalitatiewe benadering van kritiese refleksie en diskoersanalise word telkens gebruik om die data binne die teorie te anker, te konseptualiseer en te interpreteer. Die onderwysers in hierdie gevallestudie oorbrug hul kennisleemtes deurdat hulle moontlik gebruik gemaak het van TPEIK-kennis en -vaardighede, naamlik hul kennis van hul eie vakgebied en hul leierskap- en bestuursvermoë om die vernuwing in die klaskamer te bestuur, terwyl hulle steeds die doel van die kurrikulum voor oë gehou het. Die bydrae van hierdie ondersoek is van ’n institusionele aard, want dit het die onderwysers meer bewus gemaak van die wyse waarop leertegnologie geïntegreer kan word en kan dui op hoe deurlopende professionele ontwikkeling in skole plaasvind. Onderwysers het deur die integrasie van leertegnologie hul eie onderrigvaardighede ontwikkel asook hul kennis oor die gebruik en implementering van leertegnologie verbreed. Dit het voorts insig gebring in die werkswyse van die taalonderwysers oor die wyse waarop hulle hul kennisleemtes in Afrikaans Huistaal vul.
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    Vermengde leer in die Afrikaans huistaalklaskamer : onderrigbenaderings en leertegnologie in harmonie
    (LitNet, 2021) Taylor, Ria; Van der Merwe, Michele F.
    Die wereldwye en plaaslike evolusie van tegnologie en die internet het ’n nuwe dimensie tot onderrig en leer in die skoolklaskamer gevoeg. Dit is ’n belangrike saak, want deesdae is 21ste-eeuse skoolleerders digitale boorlinge wat mobiele tegnologie in die Afrikaans Huistaalklas inbring. Hierdie artikel handel oor die gebruik van die vermengdeleerbenadering (VL-benadering) in die Afrikaans Huistaal-klaskamer en het ten doel om die taalonderwyser bewus te maak van die nuwe onderrigmoontlikhede wat ten opsigte van aanlyn onderrig bestaan. Navorsing oor hierdie vraagstuk is relevant; daarom is hierdie ondersoek daarop gemik om die gebrek aan kennis binne die Afrikaans Huistaal-konteks aan te vul en uit te vind watter Afrikaans Huistaalonderrigbenaderings saam met die VL-benadering deur die onderwysers in die klaskamer verkies word. Die bevindings dui aan dat die implementering van ’n VL-benadering in die toegeruste Suid-Afrikaanse taalklaskamer werkbaar is. Hierdie ondersoek word daarom omvat deur die volgende navorsingsvraag: Hoe gebruik onderwysers vermengde leer as onderrigbenadering in Afrikaans Huistaal? Die studie word teoreties begrond deur verskillende vertakkinge van konstruktivisme en ’n aantal modelle of raamwerke is deurgaans as lense gebruik om die resultate te interpreteer. Die gevallestudie word as navorsingsmetodologie gebruik. Die data is verkry vanaf onderwysers van ’n groep skole in die Wes-Kaap wat Afrikaans Huistaal in die Verdere Onderwys en Opleidingsfase (VOO) onderrig en tegnologie in hul klaskamers gebruik. Die data is deur ’n kwantitatiewe metodologie, naamlik vraelyste, verkry. Die resultate van die gevallestudie word in hierdie artikel bespreek. Daar is bevind dat daar wel tegnologie-integrasie in die taalklaskamers plaasvind en dat die VL-benadering geïmplementeer is om kontaktyd en kommunikasiegeleenthede te vermeerder. Die resultate van die gevallestudie dui daarop dat tegnologie die “voertuig” kan wees waarmee daar aan die vaardigheidsbehoeftes van die 21ste-eeuse leerder deur die kurrikulum van Afrikaans Huistaal voldoen kan word. Die insig wat deur die gevallestudie verkry is, is verwerk tot ’n eenvoudige model waarmee die proses van integrasie van leertegnologie binne die skoolklaskamer begin kan word.