Scaffolding Teacher-Trainees’ Reflective Observations about Utilizing Emerging Technologies in Teaching Luganda Language
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Date
2015
Journal Title
Journal ISSN
Volume Title
Publisher
ICERI
Abstract
Although many young learners of the 21st century have grown up with, and generally prefer to learn
using Emerging Technologies, and while pedagogically sound use of ETs has potential to transform
students’ learning, a few teachers of Luganda language graduate with learning experiences of
integrating ETs in teaching. One of the most crucial stages of gaining experience is to make Reflective
Observations (ROs) about an s object or subject of interest. This paper emerges from a Design Based
Research in which 68 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 to
revitalize Luganda language (Kabugo, 2015). The larger study was informed by Kolb’s (1984)
Experiential Learning Theory (ELT) and Reeves’ (2006) model of conducting research in authentic elearning
contexts. Towards end of the semester, trainees were tasked to make presentations
demonstrating their acquired knowledge of utilizing ETs in teaching Luganda language. Trainees’
presentations were video-recorded and vodcasted on YouTube. In effect, trainees were tasked to view
vodcasts of their presentations and make written ROs about them. This paper deploys Discourse
Analysis as an anlytic lens to analyze trainees’ ROs.
Description
Keywords
Emerging Technologies (ETs), Teaching Luganda Language, Experiential Learning,, Utilizing Vodcasts, Scaffolding Reflective Observations (ROs), Discourse Analysis (DA)
Citation
Kabugo, D., Muyinda, P. B., & Masagazi-Masaazi, F. (2015). Scaffolding Teacher-Trainees’ Reflective Observations About Utilizing Emerging Technologies in Teaching Luganda Language. In ICERI 2015: 8th Int. Conf. Educ. Research and Innovation (pp. 838-85).