A Discourse Analysis of Teacher-Trainees' Abstract Conceptualizations of Emerging Technologies in Teaching to Revitalise Luganda Language

Autor/inn/en	Kabugo, David; Masaazi, Fred Masagazi; Mugagga, Anthony Muwagga
Titel	A Discourse Analysis of Teacher-Trainees' Abstract Conceptualizations of Emerging Technologies in Teaching to Revitalise Luganda Language
Quelle	In: Journal of Learning for Development, 2 (2015) 3, S.16-28 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2311-1550
Schlagwörter	Discourse Analysis; Experiential Learning; Learning Theories; Electronic Learning; Language Maintenance; African Languages; Language Teachers; Teaching Methods; Scaffolding (Teaching Technique); Knowledge Base for Teaching; Technological Literacy; Models; Preservice Teachers; Universities; Foreign Countries; Uganda + Suchen Sie Ihr Suchwort? Diskursanalyse; Experiental learning; Erfahrungsorientiertes Lernen; Learning theory; Lerntheorie; Sprachpflege; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Technisches Wissen; Analogiemodell; University; Universität; Ausland
Abstract	While many young learners of the 21st century have grown up with, and generally prefer to learn using Emerging Technologies (ETs), few teachers of Luganda language graduate with learning experiences of integrating ETs in their teaching. One of the most crucial stages of gaining experiences in any subject or object of interest is making Abstract Conceptualizations (ACs) about it (Kolb, 1984). Whereas, scaffolding ACs has potential to expand a teacher's knowledge of integrating ETs in teaching, it is difficult to enact in a pedagogically sound manner. This paper emerges from a Design Based Research in which 68 Luganda language teacher-trainees at Makerere University were enrolled in a semester-long (17 weeks) blended learning course aimed at cultivating their experiences of integrating ETs in teaching. The study was informed by Kolb's (1984) Experiential Learning Theory (ELT) and Reeves' (2006) model of conducting research in authentic e-learning contexts. Six distinct abstract conceptualisations of ETs emerged from trainees' responses. This paper discusses the implications of such abstract conceptualization in the revitalisation of Luganda language. (As Provided).
Anmerkungen	Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01