Local Language Numeracy Kindergarten Prototype Design to Support Home-Based Learning during and Post COVID-19 Pandemic

Autor/inn/en	Maphosa, Vusumuzi; Dube, Bekithemba
Titel	Local Language Numeracy Kindergarten Prototype Design to Support Home-Based Learning during and Post COVID-19 Pandemic
Quelle	In: Contemporary Educational Technology, 13 (2021) 3, S.301 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Maphosa, Vusumuzi) ORCID (Dube, Bekithemba)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-517X
Schlagwörter	Numeracy; African Languages; Kindergarten; Young Children; Models; Home Schooling; Parents as Teachers; Teacher Attitudes; Preschool Teachers; Technology Integration; Computer Software; Handheld Devices; Telecommunications; COVID-19; Pandemics; Developing Nations; Foreign Countries; Zimbabwe + Suchen Sie Ihr Suchwort? Rechenkompetenz; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Frühe Kindheit; Analogiemodell; Homeschooling; Home instruction; ; Hausunterricht; Heimschule; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Telekommunikationstechnik; Developing country; Developing countries; Entwicklungsland; Ausland; Simbabwe
Abstract	The outbreak of the coronavirus disease (COVID-19) has caused unprecedented global socio-economic disruptions. One of the areas negatively impacted is the education system. The country's over reliance on traditional face-to-face teaching has brought about serious challenges to policymakers who have to decide how learning would proceed in the absence of physical contact between the teacher and the learner. This has been exacerbated by the general lack of access to textbooks and other teaching and learning materials which makes it difficult for parents to assist with home schooling. The potential use of mobile apps to support and enhance early childhood learning has received little attention in developing countries such as Zimbabwe, yet its impact in supporting early childhood education would be enormous during and post the COVID-19 pandemic. The study seeks to develop a numeracy-based app prototype that uses a local language (IsiNdebele) in a classroom or home-based schooling in response to the COVID19 pandemic or other natural disasters or man-made situations that may make face-to-face interaction impossible. The analysis showed that kindergarten teachers had positive opinion towards the app as they perceived the prototype to be useful, easy to use, simple and that learners would be eager to use it. The results of this study can inform policymakers and educators on optimising technology based early teaching and learning at school and home. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01