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

David Kabugo, Fred Masagazi Masaazi, Anthony Muwagga Mugagga

Abstract


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.


Keywords


Digital Natives, Emerging Technologies (ETs), Abstract Conceptualization, Luganda Language, Blended Learning, Experiential Learning Cycle (ELC), and Discourse Analysis (DA)

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References


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