Local Language Numeracy Kindergarten Prototype Design to Support Home-based Learning During and Post COVID-19 Pandemic

Abstract

The outbreak of the coronavirus disease (COVID-19) has caused unprecedented global socio-economic disruptions. One of the areas negatively impacted is the education system. The country's over reliance on traditional face-to-face teaching has brought about serious challenges to policymakers who have to decide how learning would proceed in the absence of physical contact between the teacher and the learner. This has been exacerbated by the general lack of access to textbooks and other teaching and learning materials which makes it difficult for parents to assist with home schooling. The potential use of mobile apps to support and enhance early childhood learning has received little attention in developing countries such as Zimbabwe, yet its impact in supporting early childhood education would be enormous during and post the COVID-19 pandemic. The study seeks to develop a numeracy-based app prototype that uses a local language (IsiNdebele) in a classroom or home-based schooling in response to the COVID-19 pandemic or other natural disasters or man-made situations that may make face-to-face interaction impossible. The analysis showed that kindergarten teachers had positive opinion towards the app as they perceived the prototype to be useful, easy to use, simple and that learners would be eager to use it. The results of this study can inform policymakers and educators on optimising technology based early teaching and learning at school and home.

The impact of parent mediation on young children's home digital literacy practices and learning: A narrative review

“…Notably, the use of tablets and smartphones has experienced a significant surge in recent years (2015–2021), which can be attributed to their user‐friendly touch‐based interfaces, particularly suited for young children (Neumann, 2015; Neumann et al, 2016). These findings align with the previous studies attesting to the popularity of tablets in the home environment (Neumann, 2015; Nikolopoulou, 2020; Rideout, 2017) and studies that have stressed the prevalence and popularity of smartphones as a digital technology in the home context (Duursma et al, 2017; Maphosa & Dube, 2021). The use of mobile and smart digital technologies has further changed the nature of children's home literacy practices.…”

Educating Progressed Learners in Times of COVID-19: How Can Bricolage Help?

“…In the discussion, we noted that processes of rural schools acquiring technologies may take a long time to materialise, thus, schools can think of bricolising cell phones. This approach resonates with research done by Maphosa and Dube (2021), who argue that, in the context of deprivation, cell phones can be used to address the challenges caused by the lack of devices. They argue that cell phones can house learning software designed to facilitate teaching and learning.…”

“…The COVID-19 pandemic brought uncertainty to many major facets of human life, including education. Numerous measures were put in place by government authorities to limit the spread of the virus in schools, such as a staggered approach to attendance, social distancing, and the use of online teaching and learning (Maphosa & Dube, 2021). Some researchers, such as McCorkle (2020), describe the COVID-19 as chaotic, and as igniting fear in people and bringing about drastic changes and measures.…”

Percepción de los profesores sobre los juegos web y dispositivos móviles en el nivel educativo superior durante la pandemia COVID-19

“…Actualmente, el virus SARS-CoV-2 está provocando que todos los niveles educativos cambien la organización y planeación de los cursos a través de la incorporación de las Tecnologías de la Información y Comunicación (TIC) en las actividades escolares (MAPHOSA y DUBE, 2021;MAGGIO, 2020;RAMÍREZ-MONTOYA, 2020). En particular, los docentes utilizan las herramientas tecnológicas para impartir las asignaturas desde cualquier lugar bajo la modalidad a distancia (MANRIQUE-LOSADA; ZAPATA CÁRDENAS y ARANGO VÁSQUEZ, 2020;SARIBAS y ÇETINKAYA, 2021).…”