Exploring the perceptions of PGCE students regarding the potential utility of blogging for teaching and learning by Frederik Willem Matthys Knoetze Thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Curriculum Studies at Stellenbosch University. Supervised by: Professor Christa van der Walt December 2017 Stellenbosch University https://scholar.sun.ac.za DECLARATION I, Frederik Willem Matthys Knoetze, declare that this thesis is my own unaided work. It has not been previously submitted in whole, or in part, for the award of any degree at any other university. It has been submitted in partial fulfilment of the requirements for the degree of Master of Education at the University of Stellenbosch. Date: December 2017 Copyright © 2017 Stellenbosch University All rights reserved ii Stellenbosch University https://scholar.sun.ac.za ABSTRACT In an era of increasing enthusiasm for digital and Internet-mediated educational practices, and their implications for social justice and access to education, there remains a sense of weariness amongst public school educators when it comes to the actual practice of digitally facilitated teaching and learning. Amongst the many Web 2.0 social and creative platforms that are being advocated; blogging for learning seems to offer a bridge from traditional to more digital pedagogies. Given the fundamentals of Halliday’s (1993) Language-based Theory of Learning, the question remains whether modern, South African teachers see the potential of blogging in their own educational practices. This study aims to explore pre-service teachers' perceptions of the utility of blogging for learning, with consideration of their professed understanding of the potential thereof compared to their own online writing over one year. To this end, working within a framework of integrated methodologies (layering Sociocultural Theory of Learning, Situated Theory of Learning, and Ecological perspectives of learning), a case study of the graduating class of Stellenbosch University's 2015 Postgraduate Certificate in Education (PGCE) programme was conducted. Data from a semi-structured survey is compared to participants' own blogging practices (as recorded via observation) and -posts (artefact analysis). Numeric and narrative participant data are analysed for significance and correlation. Findings are discussed and conclusions drawn from participants’ professed understanding and intentions compared to their actual blogging activities. Despite evidence of passive attitudes and consumption-focused practices in terms of online learning, data suggests developing possibilities of blogging for language and content learning. Avenues for further research are identified. Keywords Affordance, Blogging, Blogging for learning, Blogs, Communities of Practice, Digital Pedagogy, ICT, Language-Based Theory of Learning, Learning, Online writing, Perceptions of utility, PGCE, Semiotics, Teacher Training, Writing for Learning. iii Stellenbosch University https://scholar.sun.ac.za OPSOMMING In 'n era van toenemende entoesiasme vir digitale en internet gemedieerde onderwyspraktyke en hul implikasies vir sosiale geregtigheid en toegang tot onderwys, blyk daar steeds 'n gevoel van traagheid onder openbare skoolopvoeders te heers wanneer dit kom by die werklike praktyke van digitaal gefasiliteerde onderrig en leer. Onder die vele Web 2.0 sosiale en kreatiewe platforms wat besing word; lyk dit of die skryf van blogs (ook genoem blogging) vir leerdoeleindes 'n brug van tradisionele tot meer digitale pedagogieë aanbied. Gegewe die grondbeginsels van Halliday (1993) se Taalgebaseerde Leerteorie, bly die vraag of moderne Suid-Afrikaanse onderwysers die potensiaal van blogging in hul eie onderwyspraktyke sien. Hierdie studie het ten doel om voordiens onderwysers se persepsies van die nut van blogging vir leer te ondersoek, met inagneming van hul beweerde begrip van die potensiaal daarvan, in vergelyking met hul eie aanlyn skryfwerk oor die tydperk van een jaar. Om dit te doen word 'n raamwerk van geïntegreerde metodologieë (Sosiokulturele Leerteorie, Gegewe Teorie van Leer en Ekologiese Perspektiewe van Leer) gebruik waarvolgens 'n gevallestudie van die graduerende klas van die Universiteit Stellenbosch se Nagraadse Onderwyssertifikaat (NOS) program in 2015 uitgevoer is. Data uit 'n semigestruktureerde opname word vergelyk met die deelnemers se eie blogpraktyke (soos aangeteken deur middel van waarneming) en publikasies (artefakanalise). Numeriese en narratiewe deelnemersdata word geanaliseer vir betekenis en korrelasie. Bevindinge word bespreek en gevolgtrekkings getrek uit deelnemers se beweerde begrip van en voornemens om blogs te gebruik, in vergelyking met hul werklike blog aktiwiteite. Ten spyte van bewyse van passiewe houdings en verbruiksgefokusde gebruike in terme van aanlyn leerpraktyke, stel die data voor dat die moontlikheid om te blog vir taal- en inhoudsleer aan die ontwikkel is. Moontlikhede vir verdere navorsing word geïdentifiseer. Sleutelwoorde Aanlyn skryfwerk, Blogging, Blogs, Blog vir leer, Praktyksgemeenskappe, Digitale Pedagogie, IKT, Taalgebaseerde Leerteorie, Leer, Persepsies van nut, NOS, Onderwyseropleiding, Semiotiek, Skryf vir leer, Vergunnings (Affordances). iv Stellenbosch University https://scholar.sun.ac.za ACKNOWLEDGEMENTS I would like to thank and acknowledge: The PGCE class of 2015 at Stellenbosch University for their participation. The NRF for awarding the Innovation Master’s Scholarship: SFH150728131834 My parents for their unwavering support. My friends for sticking around while I disappeared. Professor Christa van der Walt, without whom I would never have survived this journey. DEDICATION I would like to dedicate this thesis to the memory of my grandparents: Frederik Willem Matthys & Othilje Knoetze, Lourens Andries Stephanus & Rachel Maria van Aswegen. v Stellenbosch University https://scholar.sun.ac.za 1. Table of Contents DECLARATION ........................................................................................................................................ ii ABSTRACT .............................................................................................................................................. iii OPSOMMING ........................................................................................................................................... iv ACKNOWLEDGEMENTS .......................................................................................................................... v DEDICATION ............................................................................................................................................ v 1. ORIENTATION TO THE STUDY ........................................................................... 1 1.1. INTRODUCTION ...................................................................................................... 1 1.2. CONTEXTS INFORMING THE STUDY ...................................................................... 14 1.2.1. Professional Context ............................................................................... 15 1.2.2. Organisational Context ......................................................................... 19 1.2.3. National Context ..................................................................................... 22 1.2.4. Theoretical Angling ................................................................................ 24 1.3. CASE SELECTION ................................................................................................. 27 1.4. METHODS OF DATA COLLECTION ........................................................................ 29 1.5. DATA AND DATA ANALYSIS .................................................................................. 30 1.6. JUSTIFICATION FOR THE STUDY .......................................................................... 30 1.7. ETHICS ................................................................................................................ 31 1.8. CONSOLIDATION .................................................................................................. 31 1.9. CHAPTER OUTLINE .............................................................................................. 32 2. SURVEYING THE ACADEMIC LANDSCAPE ................................................... 34 2.1. INTRODUCTION TO THE SURVEY PROCESS ........................................................... 34 2.1.1. Rationale behind the review ................................................................. 34 2.1.2. Questions to the literature ..................................................................... 35 2.2. CONTEXTUAL SURVEY ......................................................................................... 36 2.2.1. Learning theory ....................................................................................... 37 2.2.1.1. Constructivism ................................................................................................................ 41 2.2.1.2. Constructionism .............................................................................................................. 44 2.2.1.3. Sociocultural Theory of Learning ............................................................................... 46 2.2.1.4. Language-Based Theory of Learning (LTL) ............................................................. 48 2.2.1.5. Situated Learning Theory ...........................................................................................