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Die integrasie van leertegnologie deur vermengde leer in die onderrig van Afrikaans huistaal
Thesis (PhD)--Stellenbosch University, 2021.
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| Format: | Thesis |
| Language: | af_ZA |
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2021
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| _version_ | 1867613932493996032 |
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| access_status_str | Open Access |
| author | Taylor, Anna M. M. |
| author2 | Van der Merwe, Michele F. |
| author_browse | Taylor, Anna M. M. Van der Merwe, Michele F. |
| author_facet | Van der Merwe, Michele F. Taylor, Anna M. M. |
| author_sort | Taylor, Anna M. M. |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (PhD)--Stellenbosch University, 2021. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/110272 |
| institution | Stellenbosch University (South Africa) |
| language | af_ZA |
| last_indexed | 2026-06-10T12:43:59.926Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/110272 Die integrasie van leertegnologie deur vermengde leer in die onderrig van Afrikaans huistaal Taylor, Anna M. M. Van der Merwe, Michele F. Strydom, Sonja C. Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Information literacy Education -- Effect of technological innovations on Education -- Effect of technological innovations on Computer-assisted instruction Afrikaans language -- Usage Afrikaans language -- Grammar Blended learnng Effective teaching Language teachers Language and education Literacy Language and languages -- Study and teaching UCTD Thesis (PhD)--Stellenbosch University, 2021. ENGLISH ABSTRACT: 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 some of the 21st century school learners are digital natives who also bring mobile technology into the Afrikaans Home Language class. This implies that the language teacher is confronted daily with the presence of mobile technology. This investigation was therefore framed by the following primary research question: how is learning technology integrated into Afrikaans Home Language teaching through blended learning? This study is further anchored in the philosophy of pragmatism and the conceptual framework defines concepts such as curriculum study, the subject areas of Language Education and Learning Technology as well as the concept of blended learning within the Afrikaans Home Language classroom. The study is theoretically grounded by different branches of constructivism and a number of models or frameworks have been used throughout as lenses to interpret the results. The research methodology used is a collective case study with a mixed method design. The data were obtained from teachers in the Western Cape who teach Afrikaans Home Language in the Further Education and Training (FET) phase and use technology in their classroom. The data generation consisted of two parts, namely a quantitative methodology of document analysis and questionnaires and a qualitative methodology of semi-structured interviews. The collective case study was presented in the format of four articles and each article deals with a sub-research question. Article one examines and critically evaluates through document analysis the reasons why technology should be integrated in the teaching of Afrikaans Home Language. The finding is that the Afrikaans Home Language teacher should develop learners' skills so that they can be technologically literate for the 21st century and therefore technology integration should take place in the classroom. Article two deals with the level at which technology is integrated in the traditional Afrikaans Home Language class. The SAMR model (Substitution, Augmentation, Modification, and Redefinition) van Puentedura (2006:2) was included in this research, as it served as a guideline for measuring the level of technology integration in the Afrikaans Home Language classroom. The main finding of this research shows that 79% of the Afrikaans Home Language teachers in this sample do integrate technology into the classroom and are therefore able to prepare learners for the new technological challenges of the 21st century. Article three deals with the use of the blended learning approach in the Afrikaans Home Language classroom, because the language teacher is aware of the new teaching possibilities that exist with regard to online teaching. The finding indicates that the implementation of a blended learning approach is feasible in the equipped South African language classroom. Article four deals with bridging the knowledge gap between pedagogical knowledge and technological pedagogical knowledge in Afrikaans Home Language teaching. The investigation also highlights that the solution to bridging the knowledge gaps that may have arisen also lies in the ability of a language teacher to be a lifelong learner. The results of the collective case study indicate that technology can be “the vehicle” with which the skills needs of the 21st century learner can be taught through the curriculum of Afrikaans Home Language. It was also found that technology integration does take place in the language classrooms and that the blended learning approach has been implemented to increase contact time and communication opportunities. Furthermore, the teachers in this case study bridge their knowledge gap by possibly using the following Technological Pedagogical Content knowledge and skills (TPACK), namely their knowledge of their own subject area and their leadership and management ability to manage the renewal in the classroom, but that they still kept in mind the purpose of the curriculum. The insight gained through the collective case study has been transformed into a simple model with which the process of integration of learning technology within the school classroom can be started. AFRIKAANSE OPSOMMING: 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. Dit impliseer dat die taalonderwyser daagliks met die teenwoordigheid van mobiele tegnologie gekonfronteer word. Hierdie ondersoek is daarom geraam deur die volgende primere navorsingsvraag: Op watter wyse word leertegnologie deur vermengde leer in Afrikaans Huistaalonderrig geintegreer? Hierdie studie is geanker in die filosofie van die pragmatisme en die konseptuele raamwerk omskryf konsepte soos kurrikulumstudie, die vakgebiede van Taalopvoeding en Leertegnologie asook die konsep van vermengde leer binne die Afrikaans Huistaalklaskamer. Die studie word teoreties begrond deur verskillende vertakkinge van konstruktivisme en ՙn aantal modelle of raamwerke is deurgaans as lense gebruik om die resultate te interpreteer. Die navorsingsmetodologie wat gebruik is, is ʼn kollektiewe gevallestudie met ՙn gemengdemetodebenadering. Die data is vanaf onderwysers in die Wes-Kaap verkry wat Afrikaans Huistaal onderrig en tegnologie in die Verdere Onderwys en Opleidingsfase (VOO) in hul klaskamer gebruik. Die data-generering het uit twee dele bestaan, naamlik ’n kwantitatiewe metodologie van dokumentontleding en vraelyste en ՙn kwalitatiewe metodologie van semigestruktureerde onderhoude. Die kollektiewe gevallestudie is in die formaat van vier artikels aangebied en elke artikel hanteer ʼn subnavorsingsvraag. Artikel een ondersoek en evalueer krities deur dokumentontleding die redes waarom tegnologie in die onderrig van Afrikaans Huistaal geintegreer behoort te word. Die bevinding is dat die Afrikaans Huistaalonderwyser leerders se vaardighede behoort te ontwikkel sodat hulle tegnologies geletterd vir die 21ste eeu kan wees en daarom behoort tegnologie-integrasie in die klaskamer plaas te vind. Konstruktivisme en ’n aantal modelle is as teoretiese lense gebruik. Artikel twee handel oor die vlak waarop tegnologie in die tradisionele Afrikaans Huistaalklas geintegreer is. Die SAMR-model (Substitution, Augmentation, Modification, and Redefinition) van Puentedura (2006:2) is in hierdie navorsing ingesluit, want dit het as ’n riglyn vir die meting van die vlak van tegnologie-integrasie in die Afrikaans Huistaalklaskamer gedien. Die hoofbevinding van hierdie navorsing toon dat 79% van die Afrikaans Huistaalonderwysers in hierdie steekproef wel tegnologie in die klaskamer integreer en daarom in staat is om leerders vir die nuwe tegnologiese uitdagings van die 21ste eeu voor te berei. Artikel drie handel oor die gebruik van die vermengdeleerbenadering in die Afrikaans Huistaalklaskamer, want die taalonderwyser is bewus van die nuwe onderrigmoontlikhede wat ten opsigte van aanlyn onderrig bestaan. Die bevinding dui aan dat die implementering van vermengdeleerbenadering in die toegeruste Suid-Afrikaanse taalklaskamer werkbaar is. Artikel vier hanteer die oorbrugging van die kennisleemte tussen pedagogiese kennis, tegnologiese pedagogiese kennis en vakinhoudskennis in Afrikaans Huistaalonderrig. Die ondersoek lig ook uit dat die oplossing vir die oorbrugging van die kennisleemtes wat moontlik ten opsigte van die gebruik van tegnologie in die Afrikaans Huistaalklaskamer kan bestaan, in die vermoe van ’n taalonderwyser om ’n lewenslange leerder te wees, gelee is. Die resultate van die kollektiewe gevallestudie dui daarop dat tegnologie “die voertuig” kan wees waarmee die vaardigheidsbehoeftes van die 21ste-eeuse leerder deur die kurrikulum van Afrikaans Huistaal onderrig kan word. Daar is ook bevind dat daar wel tegnologie-integrasie in die taalklaskamers plaasvind en dat die vermengde leer-benadering geimplementeer is om kontaktyd en kommunikasiegeleenthede te vermeerder. Verder oorbrug die onderwysers in hierdie gevallestudie hul kennisleemte deurdat hulle moontlik van die volgende Tegnologiese pedagogiese inhoudskennis (TPIK-kennis) en vaardighede gebruik gemaak het, naamlik hul kennis van hul eie vakgebied en hul leierskap- en bestuursvermoe om die vernuwing in die klaskamer te bestuur, maar dat hulle steeds die doel van die kurrikulum voor oe gehou het. Die insig wat deur die kollektiewe gevallestudie verkry is, is verwerk tot ’n eenvoudige model waarmee die proses van integrasie van leertegnologie binne die skoolklaskamer begin kan word. Doctoral 2021-02-28T13:00:38Z 2021-04-22T10:11:57Z 2022-03-03T03:00:10Z 2021-03 Thesis http://hdl.handle.net/10019.1/110272 af_ZA Stellenbosch University xviii, 240 pages : illustrations application/pdf |
| spellingShingle | Information literacy Education -- Effect of technological innovations on Education -- Effect of technological innovations on Computer-assisted instruction Afrikaans language -- Usage Afrikaans language -- Grammar Blended learnng Effective teaching Language teachers Language and education Literacy Language and languages -- Study and teaching UCTD Taylor, Anna M. M. Die integrasie van leertegnologie deur vermengde leer in die onderrig van Afrikaans huistaal |
| title | Die integrasie van leertegnologie deur vermengde leer in die onderrig van Afrikaans huistaal |
| title_full | Die integrasie van leertegnologie deur vermengde leer in die onderrig van Afrikaans huistaal |
| title_fullStr | Die integrasie van leertegnologie deur vermengde leer in die onderrig van Afrikaans huistaal |
| title_full_unstemmed | Die integrasie van leertegnologie deur vermengde leer in die onderrig van Afrikaans huistaal |
| title_short | Die integrasie van leertegnologie deur vermengde leer in die onderrig van Afrikaans huistaal |
| title_sort | die integrasie van leertegnologie deur vermengde leer in die onderrig van afrikaans huistaal |
| topic | Information literacy Education -- Effect of technological innovations on Education -- Effect of technological innovations on Computer-assisted instruction Afrikaans language -- Usage Afrikaans language -- Grammar Blended learnng Effective teaching Language teachers Language and education Literacy Language and languages -- Study and teaching UCTD |
| url | http://hdl.handle.net/10019.1/110272 |
| work_keys_str_mv | AT taylorannamm dieintegrasievanleertegnologiedeurvermengdeleerindieonderrigvanafrikaanshuistaal |