https://ir.unisa.ac.za/handle/10500/14132 2026-05-05T13:31:34Z 2026-05-05T13:31:34Z Phatudi, Nkidi https://ir.unisa.ac.za/handle/10500/31155 2025-02-13T08:55:26Z 2022-04-21T00:00:00Z

Constructs of childhood: implications for transitions and learning in the early years Phatudi, Nkidi

2022-04-21T00:00:00Z Mphahlele, Ramashego Shila Nel, Norma https://ir.unisa.ac.za/handle/10500/28875 2022-05-22T14:53:38Z 2018-12-01T00:00:00Z

Information communication technologies as a support strategy for learners experiencing reading difficulties Mphahlele, Ramashego Shila; Nel, Norma One of the most significant current discussions in education departments around the world is reading difficulties. This article explores the use of information communication technologies (ICTs) to support learners experiencing reading difficulties in two public primary schools. For data collection purposes, a total of 18 school-based support team members and two learning support educators participated in this research through focus group interviews and observation. From the data collected, the teachers’ perceptions, attitudes, understanding, knowledge, values, feelings and experiences were analysed. The study was influenced by Vygotsky’s theory of cognitive development. From the findings, three themes were identified, namely, factors that contribute towards reading difficulties, the effects of reading difficulties and the effectiveness of ICTs in supporting learners experiencing reading difficulties. The most interesting finding was that ICTs as a support strategy proved to be vital in supporting learners experiencing reading difficulties.

2018-12-01T00:00:00Z Mphahlele, Ramashego Shila Shorty https://ir.unisa.ac.za/handle/10500/28874 2022-05-22T13:35:20Z 2020-01-01T00:00:00Z

Online Learning Support in a Ubiquitous Learning Environment Mphahlele, Ramashego Shila Shorty The ubiquitous learning environment (ULE) is both an ontological and epistemological problem. For most scholars, ULE provides an interoperable, pervasive, and seamless learning architecture to connect, integrate, and share three major dimensions of learning resources: learning collaborators, learning contents, and learning services. Furthermore, ULE is described as an educational paradigm that mainly uses technology for curriculum delivery. Through reflection and exploration, this chapter argues that online learning support has a symbiotic relationship with ULE because the student, at some point, should move beyond the “text” level into concepts and conceptual organization schemes (ontologies). In line with this viewpoint, this chapter problematizes the gap created by real-world and digital-world resources—and argues that online learning support for teaching and learning processes have not yet emulated ULE as an important pedagogical resource.

2020-01-01T00:00:00Z Mphahlele, Ramashego Shila Shorty Bawani, Elisa Leungo https://ir.unisa.ac.za/handle/10500/28873 2022-05-20T07:42:12Z 2021-03-04T00:00:00Z

Investigating the role of teacher training of reception teachers in implementing the pre-primary curriculum in Francistown, Botswana Mphahlele, Ramashego Shila Shorty; Bawani, Elisa Leungo Background: Teachers emerge as main role players guiding the process of curriculum implementation across all levels of education. At early childhood development (ECD) level, curriculum implementation is unique, but emphasis on teacher training is essential as it influences teachers’ efficacy in promoting holistically developed children. Upon realising the significance of ECD, Botswana effected the Pre-primary Curriculum Framework (PCF) to guide teachers in teaching children. Aim: This article aims to investigate the role of teacher training in implementing the Botswana’s PCF in Francistown. Bandura’s social cognitive learning theory (SCLT) and Wenger and Wenger-Trayner’s communities of practice (CoP) were used as they both advocate for teacher mentoring programmes and partnerships to assist teachers towards effectiveness in curriculum implementation. Method: Interviews, document analysis and observations were employed as data collection tools. Results: Despite the support given to teachers towards implementing the Botswana’s PCF, they are still faced with challenges such as lack of training, supervision and shortage of materials. Conclusion: For teachers to effectively implement Botswana’s PCF, there is a need for transforming policies on conducting in-service teacher training such as the use of a needs assessment protocol.

2021-03-04T00:00:00Z