Bulelwa Makena

By Pretty Thandiswa Mpiti and Bulelwa Makena

Teachers play a significant role in developing writing. They are responsible for teaching the younger generations exposed to technology through various gadgets. This study aims to better integrate technology in teaching writing in the Foundation Phase (FP). The premise for this study is the need to integrate technology in the Foundation Phase in order to attain educational goals. A qualitative case study was conducted that involved semi-structured interviews and the draw and talk/write method to gain in-depth knowledge of integrating technology to develop writing skills. For this study, the cognitive theory of multimedia learning (CTML) and sociocultural theory of learning were used as a theoretical framework. The participants were four Grade 3 teachers and 12 learners from two primary schools. This study indicated the importance of integrating technology in teaching writing, which subsequently led to more positive learning experiences for the FP learners. The study’s key finding is that FP teachers are technologically illiterate. As a result, it is suggested that a set of curriculum guidelines based on the interests of this generation of learners be produced to enable teachers and students in successfully integrate teaching and technology in the FP.

Part of the book: New Updates in E-Learning

By Bulelwa Makena and Thandiswa Mpiti

Information sharing is a fundamental aspect in learning an unfamiliar, yet, an additional language, with specific regards to reading comprehension. Language teachers are faced with a task to monitor development, performance, and effectiveness in learner reading proficiencies. This chapter aims to measure if disbanding learner groupings as per the social distancing protocols brought about by COVID-19 restrictions has any impact on language enhancement. Henceforth, there are limited suggestions by literature in relation to disbanding learner groupings, yet improved reading proficiency is one of the crucial language aspects to be mastered for one to be a successful scholar. Nonetheless, this chapter aims to provide teaching strategies applied by English language teachers to necessitate transmitted learning in accordance with information sharing as learners are dependent on one another for language enhancement, thus leading to academic achievement.

Part of the book: Psychosocial, Educational, and Economic Impacts of COVID-19

By Bulelwa Makena

Structured research writing retreats are noted for their characteristic to enhance academic writing among postgraduates as novices in the field of research. Nevertheless, as these researchers are expected to display creativity in paper writing, there are still challenges to transcribe and paraphrase own thoughts instead of transferring experiences by other scholars. It is for this reason that this chapter felt compelled to outline its aim at investigating whether writing retreats have any significant value as trajectories to redefine and enhance academic language for the so-called ‘emerging researchers’. Additionally, as researchers are loaded with other assigned duties at their workstations, this causes a limitation, yet with an effect of declining confidence in writing abilities. Findings for this investigation confirmed that a huge challenge for this cohort of students was limited space and time to work into finality the expected throughput, as compared with seasoned researchers who are already acquainted of creating own writing spaces. It is for this reason that this chapter suggests and recommends that events such as writing retreats have power to shape postgraduate students towards modified academic writing, thereby leading to enhanced academic language.

Part of the book: Higher Education

By Lungiswa Nqoma, Thandiswa Pretty Mpiti, Bulelwa Makena, Zanele Ginyigazi and Motsi Qoyi

COVID-19 has forced schools globally to advance and grow to a stage where educators and learners without basic computer literacy skills find it challenging to function. The study explored educators’ and learners’ perceptions of transformative learning through technology in rural schools in the Eastern Cape Province in South Africa. It used a qualitative research approach and a case study design where Transformative learning theory and Technology Readiness Index model guided this chapter. Data were obtained through semi-structured interviews with learners and educators who were purposively selected from two rural high schools and two rural primary schools. Data were analyzed and interpreted through a thematic approach. Findings revealed that most educators and learners were optimistic about using Information and Communication Technology (ICT) to support teaching and learning; however, they faced challenges such as unstable network, expensive data, lack of devices, and digitally illiterate educators and they worked collaboratively in trying to manage the situation. Moreover, they were confident in their abilities to improve their digital challenges and learn new digital skills and competencies. Thus, recommendations to assist rural schools in exploring all possible avenues for successfully integrating ICT into their teaching and learning methods were made.

Part of the book: Metacognition in Learning

By Zanele Ginyigazi, Lungiswa Nqoma, Bulelwa Makena and Pretty Thandiswa Mpiti

Implementing a conceptual change approach helps students correct misconceptions and gain a deeper understanding of key quantitative Chemistry concepts, including stoichiometry, chemical equations and substance quantity calculations. For improvement of how learners understood quantitative aspects as measured with chemical change, a conceptual change approach became the centre of inquiry. A case study and qualitative approach were used to collect data from 50 learners and 12 learners. The findings indicate an improvement in learners’ scientific understanding after the administration of a pre-test and a post-test. Concurrently, provided by this study is evidence denting that misconceptions of learners can be facilitated with great conceptual understanding through the application of a conceptual change framework. The study recommends a well-designed conceptual change instructional approach that leads to significantly better acquisition of scientific concepts.

Part of the book: Metacognition in Learning