A Discourse Analysis of Teacher-Trainees’ Abstract Conceptualizations of Emerging Technologies in Teaching to Revitalise Luganda Language

While many young learners of the 21st century have grown up with, and generally prefer to learn using Emerging Technologies (ETs), a 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...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	David Kabugo, Fred Masagazi Masaazi, Anthony Muwagga Mugagga
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2015
Materias:	digital natives emerging technologies (ets) abstract conceptualization luganda language blended learning experiential learning cycle (elc) Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/a42efce96e4940aa8902066a8292a343
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:a42efce96e4940aa8902066a8292a343
record_format	dspace
spelling	oai:doaj.org-article:a42efce96e4940aa8902066a8292a3432021-12-03T22:35:10ZA Discourse Analysis of Teacher-Trainees’ Abstract Conceptualizations of Emerging Technologies in Teaching to Revitalise Luganda Language2311-1550https://doaj.org/article/a42efce96e4940aa8902066a8292a3432015-11-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/127https://doaj.org/toc/2311-1550While many young learners of the 21st century have grown up with, and generally prefer to learn using Emerging Technologies (ETs), a 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 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 into a semester-long (17 weeks) blended learning course aimed at cultivating their experiences of integrating ETs in teaching. The study was informed by Kolb (1984)’s Experiential Learning Theory (ELT) and Reeves (2006)’s 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.David KabugoFred Masagazi MasaaziAnthony Muwagga MugaggaCommonwealth of Learningarticledigital nativesemerging technologies (ets)abstract conceptualizationluganda languageblended learningexperiential learning cycle (elc)Theory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 2, Iss 3, Pp 16-28 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	digital natives emerging technologies (ets) abstract conceptualization luganda language blended learning experiential learning cycle (elc) Theory and practice of education LB5-3640
spellingShingle	digital natives emerging technologies (ets) abstract conceptualization luganda language blended learning experiential learning cycle (elc) Theory and practice of education LB5-3640 David Kabugo Fred Masagazi Masaazi Anthony Muwagga Mugagga A Discourse Analysis of Teacher-Trainees’ Abstract Conceptualizations of Emerging Technologies in Teaching to Revitalise Luganda Language
description	While many young learners of the 21st century have grown up with, and generally prefer to learn using Emerging Technologies (ETs), a 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 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 into a semester-long (17 weeks) blended learning course aimed at cultivating their experiences of integrating ETs in teaching. The study was informed by Kolb (1984)’s Experiential Learning Theory (ELT) and Reeves (2006)’s 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.
format	article
author	David Kabugo Fred Masagazi Masaazi Anthony Muwagga Mugagga
author_facet	David Kabugo Fred Masagazi Masaazi Anthony Muwagga Mugagga
author_sort	David Kabugo
title	A Discourse Analysis of Teacher-Trainees’ Abstract Conceptualizations of Emerging Technologies in Teaching to Revitalise Luganda Language
title_short	A Discourse Analysis of Teacher-Trainees’ Abstract Conceptualizations of Emerging Technologies in Teaching to Revitalise Luganda Language
title_full	A Discourse Analysis of Teacher-Trainees’ Abstract Conceptualizations of Emerging Technologies in Teaching to Revitalise Luganda Language
title_fullStr	A Discourse Analysis of Teacher-Trainees’ Abstract Conceptualizations of Emerging Technologies in Teaching to Revitalise Luganda Language
title_full_unstemmed	A Discourse Analysis of Teacher-Trainees’ Abstract Conceptualizations of Emerging Technologies in Teaching to Revitalise Luganda Language
title_sort	discourse analysis of teacher-trainees’ abstract conceptualizations of emerging technologies in teaching to revitalise luganda language
publisher	Commonwealth of Learning
publishDate	2015
url	https://doaj.org/article/a42efce96e4940aa8902066a8292a343
work_keys_str_mv	AT davidkabugo adiscourseanalysisofteachertraineesabstractconceptualizationsofemergingtechnologiesinteachingtorevitaliselugandalanguage AT fredmasagazimasaazi adiscourseanalysisofteachertraineesabstractconceptualizationsofemergingtechnologiesinteachingtorevitaliselugandalanguage AT anthonymuwaggamugagga adiscourseanalysisofteachertraineesabstractconceptualizationsofemergingtechnologiesinteachingtorevitaliselugandalanguage AT davidkabugo discourseanalysisofteachertraineesabstractconceptualizationsofemergingtechnologiesinteachingtorevitaliselugandalanguage AT fredmasagazimasaazi discourseanalysisofteachertraineesabstractconceptualizationsofemergingtechnologiesinteachingtorevitaliselugandalanguage AT anthonymuwaggamugagga discourseanalysisofteachertraineesabstractconceptualizationsofemergingtechnologiesinteachingtorevitaliselugandalanguage
_version_	1718373091261808640

A Discourse Analysis of Teacher-Trainees’ Abstract Conceptualizations of Emerging Technologies in Teaching to Revitalise Luganda Language

Ejemplares similares