Tracking Students’ Eye-Movements when Reading Learning Objects on Mobile Phones: A Discourse Analysis of Luganda Language Teacher-Trainees’ Reflective Observations
Date
2016Abstract
Although eye-tracking technologies such as Tobii-T120/TX and Eye-Tribe are steadily becoming ubiquitous, and while their appropriation in education can aid teachers to collect robust information on how students move their eyes when reading and engaging with different learning objects, many teachers of Luganda language are yet to gain experiences of utilizing these technologies in their teaching. This paper emerges from a semester-long (17 weeks) study which followed a Design Based Research (DBR) approach and deployed qualitative techniques to cultivate the experiences of 68 Luganda language teacher-trainees in utilizing different emerging Educational Technologies (ETs) in their teaching. The study was guided by Kolb (1984)’s Experiential Learning Theory (ELT) and Reeves (2006)’s model of conducting research in authentic e-learning contexts. During the study, trainees concretely experienced, abstractly conceptualized and made observational reflections about their own active experimentations of different ETs in teaching Luganda language. In this paper, we describe how we supported the trainees to conduct an active experimentation of Tobii-T120 to track how students moved their eyes when reading and engaging with learning objects on an emulated smart phone. Following the observational reflections, which the trainees made about their active experimentation, this paper also presents a discourse analysis thereof.
Collections
Metadata
Show full item recordRelated Items
Showing items related by title, author, creator and subject.
-
A Discourse Analysis of Teacher-Trainees’ Abstract Conceptualizations of Emerging Technologies in Teaching to Revitalise Luganda Language
(Commonwealth of Learning (COL), 2015)While many young learners of the 21st 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 ... -
Utilizing Open Education Resources to Enhance Students’ Learning Outcomes during the COVID-19 Schools Lockdown: A Case of Kolibri by Selected Government Schools in Uganda
(Commonwealth of Learning (COL), 2020-11-20)A preview of the international dashboard of trends in education suggests that Open Education Resources (OERs) have and will continue to impact the provision of education during institutional closure owing to the global ... -
Reflecting on the Impact of the Open Education Movement
(Commonwealth of Learning (COL), 2018-12)This paper critiques the rise and impact of the open education movement, focusing in particular on Higher Education. It considers the impact of adopting more open practices on learning, teaching and research. In terms of ... -
Analysing Cameroon Government’s ICT Policy Documents and Trainee Teachers’ Perception of ICT in education policy implementation using Critical Discourse Analysis
(2013-11)Based on forum discussions of 10 trainee teachers at a higher teachers training college in Cameroon, this paper aims to synthesize teachers' perception of ICTs in education and development using critical Discourse Analysis ... -
An Analysis of Heutagogical Practices through Mobile Device Usage in a Teacher Training Programme in Malawi
(Commonwealth of Learning (COL), 2020-07-20)This paper analyses the mediation of heutagogical practices using mobile devices in a teacher training programme in Malawi. Existing literature suggests that the use of mobile devices facilitates the development of heutagogy, ...
