Integrating Cultural-Historical Activity Theory and Authentic Learning with Technology in Teaching and Learning: A Case Study Analysis

This research work presents a comprehensive framework that merges Cultural-Historical Activity Theory (C), Authentic Learning (A), and six distinct roles of Technology (T) in the context of teaching and learning. The study reviews five individual case studies that explore the utilization of technology in educational settings, examining their alignment with the CAT framework. The research highlights the significance of adventure games as an effective medium for knowledge construction, wherein embedded puzzles and core content serve as extrinsic mediators, while discussions between players intrinsically mediate knowledge construction. Additionally, artifacts of mass media, such as games, software, and other media, facilitate knowledge production when they function as tools rather than objects of the activity. Drawing on Vygotskian concepts of social tool-mediated dialogical knowledge construction, the research concludes that games and media play an integral role in enhancing teaching and learning experiences. This study aims to contribute to the broader understanding of technology integration in education, encouraging educators to adopt transformative approaches to optimize the benefits of technology in the learning process

Advancing Vocationalization of Open Schooling in Botswana: Addressing Critical Skills Gaps and Alleviating Unemployment

Vocationalization of open schooling is paramount for Botswana, a nation dedicated to sustainable development and economic growth. This article emphasizes the urgent need to integrate vocational education within the open schooling framework, focusing on its potential to address skills gaps, empower marginalized groups, and contribute to Botswana’s knowledge-based economy. By equipping the youth with relevant skills, vocationalized open schooling offers a pathway to alleviate future unemployment challenges. This article estimates the demographic potential benefiting from this approach, particularly the youth population of Botswana. Vocational education stands as a strategic imperative for Botswana, aligning with its goals of inclusive growth and equipping learners with practical skills that match industry demands. The convergence of vocational education and open schooling holds transformative power, providing accessible and relevant education to those historically excluded while preparing a capable and adaptable workforce. In a nation of approximately 2.35 million people, the youth represent both its strength and promise. Vocationalized open schooling emerges as a conduit to empower this demographic, ensuring they possess skills that align with industry needs and fostering a generation poised to contribute to the nation’s aspirations for progress and prosperity. As Botswana navigates the complexities of a changing global landscape, the integration of vocational education into open schooling shines as a beacon, illuminating pathways to employability, innovation, and socio-economic advancement

Evaluation of Moodle OER for Junior Course Business Subjects Students at Botswana Open University’s Centre for Open Schooling

The paper shares some of the challenges and lessons learnt during the COVID-19 pandemic in Botswana and how Botswana Open University stayed resiliently. Our focus is on various aspects of ODeL (students and tutors).The paper discuses MOOODLE portal which was piloted at Botswana Open University’s Centre for Open Schooling in 2021 for Junior Secondary School students of business subjects comprising Commerce, Accounting and Office Procedures. This paper drew inspiration from the fact that MOODLE OERs portal is a niche in Open Schools and the that Commonwealth of Learning (COL), among other objectives offers guidance on use of OER in Open Schools. A total of 50 students were selected randomly from BOU’s five regions and one class of 30 students from a conventional Junior School participated in the pilot which ran for six months from April 2021 September 2021. The portal assisted students to keep learning ongoing, as University needed response to Covid19. There was need and urgency at BOU to address the desperate situation Open Schooling found itself in without tangible eLearning infrastructure. The paper is based on the experiences of the piloting students and tutors, their observations, as well as the literature review and draws recommendations from aforesaid

Harnessing the Potential of Indigenous Language Instruction in Zambian Lower Primary Schools: A Comprehensive Examination

This study examines the impact of using local languages versus English as the medium of instruction in Zambian primary schools. It focuses on grades one to four in selected schools in Livingstone District, following the policy change to promote local languages. Using a case study approach, both qualitative and quantitative methods are employed, with data collected through questionnaires. The sample includes 50 participants (pupils, teachers, and administrators) selected randomly. SPSS and Excel are used to analyze the collected quantitative data.Findings reveal that Zambian children face similar challenges in learning to read English as those learning a new language. Language divergence between the learner’s dialect and the instructional dialect significantly affects learning and reading difficulties. The greater the divergence, the harder the learning process becomes. Bridging the gap between vernacular-speaking children’s existing language forms and those found in reading materials and teacher instructions is crucial, particularly during initial literacy instruction. The study presents compelling evidence supporting the use of local languages as the medium of instruction instead of English

Empowering Botswana’s Future: The Transformative Role of Open Schooling in Accessible Education

This study focuses on the transformative potential of open schooling in Botswana. It highlights its role in providing education to diverse learners by analyzing insights from Commonwealth of Learning, UNESCO, Rumble and Koul (2007), and Botswana’s Revised National Policy on Education (1994). The research emphasizes open schooling’s significance in addressing educational disparities and promoting national development. The paper underscores its role in creating an inclusive educational environment for societal advancement.Beyond emphasizing open schooling’s importance, the paper delves into effective implementation strategies. It aims to distill best practices that maximize open schooling’s positive impact on Botswana’s education by investigating key strategies

An Assessment of Computer and ICT Skills at Botswana Open University: Implications of ICT in Business Subjects

This paper presents a study that focused on assessing computer and ICT skills of business subjects’ learners at Botswana Open University (BOU). The study explored the levels of computer skills; existence of ICT skills and perception of business subject learners on the adoption and use of ICT skills for teaching and learning. A sample size of 223 participants from BOU’s five regions was studied and data was collected quantitatively using survey questionnaires. Descriptive statistics were used to analyse the data. The results showed that most of the respondents had average ability to navigate on the e-learning school platforms (E-library, portals, websites, etc.) and average awareness of the business learning software and applications; they were familiar with most MS package elements, MS Word, Excel, PowerPoint and Publisher. They were familiar with the use of emails, social sites and blogs as well as internet searching and browsing. Results also showed that the respondents understood the basic functions of computer hardware. The study also revealed that respondents needed improvement in the use of ICT tools for learning their business subjects, and that the improvement of the use of ICT tools would enhance their understanding of the subject matter. Respondents cited poor internet connectivity and unreliable power supply, as well as slow internet connectivity, as some of the reasons for their poor ICT skills in teaching and learning ICTs

An Assessment of Computer and ICT Skills at Botswana Open University: Implications of ICT in Business Subjects

This paper presents a study that focused on assessing computer and ICT skills of business subjects’ learners at Botswana Open University (BOU). The study explored the levels of computer skills; existence of ICT skills and perception of business subject learners on the adoption and use of ICT skills for teaching and learning. A sample size of 223 participants from BOU’s five regions was studied and data was collected quantitatively using survey questionnaires. Descriptive statistics were used to analyse the data. The results showed that most of the respondents had average ability to navigate on the e-learning school platforms (E-library, portals, websites, etc.) and average awareness of the business learning software and applications; they were familiar with most MS package elements, MS Word, Excel, PowerPoint and Publisher. They were familiar with the use of emails, social sites and blogs as well as internet searching and browsing. Results also showed that the respondents understood the basic functions of computer hardware. The study also revealed that respondents needed improvement in the use of ICT tools for learning their business subjects, and that the improvement of the use of ICT tools would enhance their understanding of the subject matter. Respondents cited poor internet connectivity and unreliable power supply, as well as slow internet connectivity, as some of the reasons for their poor ICT skills in teaching and learning ICTs