Augmented Reality for Teaching Storytelling in a Rural Foundation Phase Primary School: Integrating a Place-Based Approach
- Mpiti, Thandiswa Pretty, Makena, Bulelwa, Qoyi, Motsi
- Authors: Mpiti, Thandiswa Pretty , Makena, Bulelwa , Qoyi, Motsi
- Date: 2023
- Subjects: Augmented reality , Place-based approach , Storytelling , Foundation phase , Rural phase school , Literacy teaching
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14191 , vital:79152 , DOI: https://doi.org/10.46303/ressat.2023.24
- Description: Augmented reality (AR) has recently become a new leading edge in mobile-assisted language learning attributed to the popularity of smartphones. The place-based approach (PBA) is a situated, context-rich teaching and learning modality characterized by its relationship to place. AR and PBA have proven to be useful in educational settings; however, few studies have observed them being used jointly. This study aims to explore the combination of AR and PBA in teaching storytelling in a foundation phase (FP) rural primary school. Based on current trends, the study also aims to design learning principles for teaching that will help language teachers integrate this innovative technology and approach into literacy teaching. The study was tested with two FP teachers and 12 FP learners in a real classroom and carried out with qualitative observations and semi-structured interviews. The findings reveal that learners are more motivated and interested in activities that have been enhanced because they encourage problem-solving, discovery, and socialization. The findings also suggest that technological interventions, particularly when learners work as a team, may have a bigger impact than non-technology-integrated instruction. These results offer demonstrable support for technology use and have useful results for future practice.
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- Authors: Mpiti, Thandiswa Pretty , Makena, Bulelwa , Qoyi, Motsi
- Date: 2023
- Subjects: Augmented reality , Place-based approach , Storytelling , Foundation phase , Rural phase school , Literacy teaching
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14191 , vital:79152 , DOI: https://doi.org/10.46303/ressat.2023.24
- Description: Augmented reality (AR) has recently become a new leading edge in mobile-assisted language learning attributed to the popularity of smartphones. The place-based approach (PBA) is a situated, context-rich teaching and learning modality characterized by its relationship to place. AR and PBA have proven to be useful in educational settings; however, few studies have observed them being used jointly. This study aims to explore the combination of AR and PBA in teaching storytelling in a foundation phase (FP) rural primary school. Based on current trends, the study also aims to design learning principles for teaching that will help language teachers integrate this innovative technology and approach into literacy teaching. The study was tested with two FP teachers and 12 FP learners in a real classroom and carried out with qualitative observations and semi-structured interviews. The findings reveal that learners are more motivated and interested in activities that have been enhanced because they encourage problem-solving, discovery, and socialization. The findings also suggest that technological interventions, particularly when learners work as a team, may have a bigger impact than non-technology-integrated instruction. These results offer demonstrable support for technology use and have useful results for future practice.
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Social Network Writing Trajectory Logistics: Impact on Language Proficieny
- Makena, Bulelwa, Mpiti, Thandiswa, Qoyi, Motsi
- Authors: Makena, Bulelwa , Mpiti, Thandiswa , Qoyi, Motsi
- Date: 2023
- Subjects: Social networks , Writing trajectories , Spelling , Text-analysis , Langauge enhancement
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14244 , vital:79167 , DOI: https://ijci.net/index.php/IJCI/article/view/1320
- Description: Language enhancement is a prerequisite for successful schooling and an essential aspect across curricular. All subjects underpinning the curriculum have texts to be comprehended. Consequently, the emergence of social network writing trajectories has brought about trending logistics of using shorthand and informal language for communication by users. What raises some alarm bells is that as learners fall within the cohort of users mentioned above, their language proficiency, specifically vocabulary and spelling, decreases. This concern probed us to investigate whether social network writing trajectory logistics have any significant impact on language proficiency. For this investigation, a qualitative research approach embedded in a case study design was administered. Using this approach led to better understanding of the underlying motives as perceived by English language teachers in relation to effects on language development. Three university teachers offering tuition to first year entering students were conveniently nominated and interviewed as they timeously reported about lack of academic writing…
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- Authors: Makena, Bulelwa , Mpiti, Thandiswa , Qoyi, Motsi
- Date: 2023
- Subjects: Social networks , Writing trajectories , Spelling , Text-analysis , Langauge enhancement
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14244 , vital:79167 , DOI: https://ijci.net/index.php/IJCI/article/view/1320
- Description: Language enhancement is a prerequisite for successful schooling and an essential aspect across curricular. All subjects underpinning the curriculum have texts to be comprehended. Consequently, the emergence of social network writing trajectories has brought about trending logistics of using shorthand and informal language for communication by users. What raises some alarm bells is that as learners fall within the cohort of users mentioned above, their language proficiency, specifically vocabulary and spelling, decreases. This concern probed us to investigate whether social network writing trajectory logistics have any significant impact on language proficiency. For this investigation, a qualitative research approach embedded in a case study design was administered. Using this approach led to better understanding of the underlying motives as perceived by English language teachers in relation to effects on language development. Three university teachers offering tuition to first year entering students were conveniently nominated and interviewed as they timeously reported about lack of academic writing…
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