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dc.contributor.authorKabugo, David
dc.contributor.authorMasaazi, Fred M
dc.contributor.authorMugagga, Anthony M
dc.coverage.spatialAfricaen_US
dc.date.accessioned2016-01-17T10:07:54Z
dc.date.available2016-01-17T10:07:54Z
dc.date.issued2015
dc.identifier.issn2311-1550
dc.identifier.urihttp://hdl.handle.net/11599/1764
dc.description.abstractWhile many young learners of the 21st century have grown up with, and generally prefer to learn using Emerging Technologies (ETs), few teachers of Luganda language graduate with learning experiences of integrating ETs in their teaching. One of the most crucial stages of gaining experiences in any subject or object of interest is making Abstract Conceptualizations (ACs) about it (Kolb, 1984). Whereas, scaffolding ACs has potential to expand a teacher’s knowledge of integrating ETs in teaching, it is difficult to enact in a pedagogically sound manner. This paper emerges from a Design Based Research in which 68 Luganda language 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. The study was informed by Kolb’s (1984) Experiential Learning Theory (ELT) and Reeves’ (2006) model of conducting research in authentic e-learning contexts. Six distinct abstract conceptualisations of ETs emerged from trainees’ responses. This paper discusses the implications of such abstract conceptualization in the revitalisation of Luganda language.en_US
dc.language.isoenen_US
dc.publisherCommonwealth of Learning (COL)en_US
dc.relation.ispartofseriesJournal of Learning for Development;vol. 2, no. 3
dc.source.urihttp://jl4d.org/index.php/ejl4d/article/view/127en_US
dc.subjectTeacher Educationen_US
dc.subjectEducational Technologyen_US
dc.subjectLanguagesen_US
dc.titleA Discourse Analysis of Teacher-Trainees’ Abstract Conceptualizations of Emerging Technologies in Teaching to Revitalise Luganda Languageen_US
dc.typeJournal Articleen_US
dc.coverage.placeNameUgandaen_US


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