Kabugo David

Substantial evidence shows that many teachers of indigenous languages in Uganda and beyond have inadequate experiences in utilizing Emerging Technologies (ETs) in their teaching. Consequently, many young learners of this generation (Net-Generation) are detaching themselves from the study of indigenous languages. The need to address this problem is urgent. Otherwise, many indigenous languages will continue to lose their continuity and risk becoming extinct (UNESCO, 2010; Moseley, 2010). In a Design Based Research (DBR), 68 Luganda language teacher-trainees at Makerere University were enrolled into a semester-long (17 weeks) blended learning course in which they were exposed to, and practiced how to utilize more than 50 ETs in their teaching. Reeves (2006)’s four- phase model for conducting DBR in authentic e-learning contexts guided this study. Trainees were guided to design technology-mediated solutions for the pedagogical challenges they identified. A revized version of Kolb (1984)’s Experiential Learning Cycle (ELC) guided the way in which the trainees engaged with different ETs during the intervention. In this paper, a Discourse Analysis (DA) of the feeling which the trainees had about their Concrete Experiences (CE) in the intervention, is presented. Three major and eleven sub-genres of feelings were unconcealed from trainees’ pedagogical artifacts: negativity, positivity, and indifference. And; interest, self-motivation, commitment, self-awareness, confidence, attention, uncertainty, confusion, collaboration, social negotiation and emotional intelligence. These different genres of feeling could inform design decision in related (technology-mediated) pedagogical interventions. The intervention also led to production and publication of pedagogical products artifacts some of which can be accessed at the following URLs as either open or closed educational resources: http://lll3201.wikispaces.com/ https://www. edmodo.com/home#/group?id=12893847 https://groups.diigo.com/group/LLL3201.

One of the strategies, which can be used to advance the quality of teacher preparation, is mentoring. Although it is often difficult to effectively enact the process of mentoring teacher trainees during practicum, due to the dispersed locations of teacher trainees in practicum schools countrywide, the authors suggest that utilization of mobile technologies has potential to leverage the process. Following this proposition, a mobile application development tool was used to develop a mentoring app named “Makmentor App”. This tool was deployed to provide mentorship to different groups of Makerere University teacher-trainees during practicum. The process of deploying the app was informed by Design-Based Thinking and Koole (2009) Framework for Rational Analysis of Mobile Education – (FRAME). The main potential of Makmentor App was in its ability to bridge the communication gap  by facilitating synchronous and asynchronous communication between  and among teacher trainees and mentors as we...

While many young learners of the 21 st 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 con...

While many young learners of the 21 st 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.

Although many young learners of the 21 st century have grown up with, and generally prefer to learn using Emerging Technologies, and while pedagogically sound use of ETs has potential to transform students' learning, a few teachers of Luganda language graduate with learning experiences of integrating ETs in teaching. One of the most crucial stages of gaining experience is to make Reflective Observations (ROs) about an s object or subject of interest. This paper emerges from a Design Based Research in which 68 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 to revitalize Luganda language (Kabugo, 2015). The larger study was informed by Kolb's (1984) Experiential Learning Theory (ELT) and Reeves' (2006) model of conducting research in authentic e-learning contexts. Towards end of the semester, trainees were tasked to make presentations demonstrating their acquired knowledge of utilizing ETs in teaching Luganda language. Trainees' presentations were video-recorded and vodcasted on YouTube. In effect, trainees were tasked to view vodcasts of their presentations and make written ROs about them. This paper deploys Discourse Analysis as an anlytic lens to analyze trainees' ROs.

This article reports on personality types and their influence on lecturers' information systems utilization in pedagogy in Makerere University. Findings are drawn from analyses of data that was collected from 244 lecturers who were purposively selected from six faculties. A self administered questionnaire, standardized tests, analytical interviews and inferential analyses were done by using Analysis of Variance (ANOVA) and Student –t test techniques. Findings indicate that as lecturers' personality type preferences change, their attitudes and actual utilisation of information systems also change. Reasons that explain significant variation in both attitude and actual utilisation of specific MISs basing on particular bi-polar personalty type dimensions are given, as the article also suggests appropiate Information system tools and integration strategies that should be adopted in pedagogy by this oldest and biggest university in Uganda.

Substantial evidence shows that many teachers of indigenous languages in Uganda and beyond have inadequate experiences in utilizing Emerging Technologies (ETs) in their teaching. Consequently, many young learners of this generation (Net-Generation) are detaching themselves from the study of indigenous languages. The need to address this problem is urgent. Otherwise, many indigenous languages will continue to lose their continuity and risk becoming extinct (UNESCO, 2010; Moseley, 2010). In a Design Based Research (DBR), 68 Luganda language teacher-trainees at Makerere University were enrolled into a semester-long (17 weeks) blended learning course in which they were exposed to, and practiced how to utilize more than 50 ETs in their teaching. Reeves (2006)’s four- phase model for conducting DBR in authentic e-learning contexts guided this study. Trainees were guided to design technology-mediated solutions for the pedagogical challenges they identified. A revized version of Kolb (1984)’s Experiential Learning Cycle (ELC) guided the way in which the trainees engaged with different ETs during the intervention. In this paper, a Discourse Analysis (DA) of the feeling which the trainees had about their Concrete Experiences (CE) in the intervention, is presented. Three major and eleven sub-genres of feelings were unconcealed from trainees’ pedagogical artifacts: negativity, positivity, and indifference. And; interest, self-motivation, commitment, self-awareness, confidence, attention, uncertainty, confusion, collaboration, social negotiation and emotional intelligence. These different genres of feeling could inform design decision in related (technology-mediated) pedagogical interventions. The intervention also led to production and publication of pedagogical products artifacts some of which can be accessed at the following URLs as either open or closed educational resources: http://lll3201.wikispaces.com/ https://www. edmodo.com/home#/group?id=12893847 https://groups.diigo.com/group/LLL3201.

Abstract. This article reports on personality types and their influence on lecturers' information systems utilization in pedagogy in Makerere University. Findings are drawn from analyses of data that was collected from 244 lecturers who were purposively selected from six ...