The focus of this study was on blogging as one of the possible uses of the computer in an
Afrikaans First Additional Language class, in order to improve integration between the learning
areas in a school environment. It was a new experience for learners, the use of technology in
an Afrikaans class being particularly unusual for them.
Blogging had its inception in the 1990’s and, like many trends that have been given life
by rapidly evolving information technology, might have been expected to wane in usefulness
and popularity. However, blogging is still going strong and has changed in the sense that it
is not merely regarded as a casual platform for the expression of personal interests and
opinions, but offers an easily accessible means for deep-thinking, informed and socially aware
individuals to contribute significantly to the global body of knowledge about any particular topic. Such contributions are considered sufficiently serious and substantial to be listed under
a blogger’s work experience.
In the classroom, blogging helps learners to build their writing skills and to gain their
own voice. They become aware of correct writing styles and learn to express their own opinions
lucidly in written format. They begin to write with an audience in mind and produce work that
is publishable, without the normal publication requirements. At the same time, they have access
to many different resources and are made more aware of copyright issues, so that instances
of plagiarism and copyright infringements by learners are significantly reduced.
Blogging affords learners the opportunity to communicate through multimedia, thus
enhancing the quality of the presentation of their work and motivating them to deliver their
best. Furthermore, a classroom blog is not only an excellent way to keep parents in the loop
about classroom activities, but also gives learners the chance to network globally with learners
from other countries.
The researcher wanted to determine how learners would handle frustration in a new
situation, with the focus on the different components operating in a school environment: the
frustration caused by the use of the technology, themselves, the rules they had to adhere to,
the community they lived in: the teacher, other learners and parents or family. These components
come into prominence when you take the activity theory into account. The learners had to
reach certain outcomes, in this case good project marks and possible participation in a
competition.
Based on Maier and Ellen’s 1956 frustration theory, the researcher assumed that the
project would either motivate learners to obtain better marks, or cause aggression, regression,
avoidance (withdrawal) or fixation.
She conducted a qualitative, interpretive case study with 40 First Additional Language grade ten Afrikaans learners from a private independent school as participants.
They had to do diary entries in a blog. Thereafter they had to write narrative essays about
their experiences while completing the assignment. These essays were typed verbatim and
analysed through Atlas.ti.
Most learners’ responses were positive, many were aggressive, a considerable percentage
regressed to a normal written task, while some tried to avoid the problem as long as possible.
No learners displayed fixation as a response. Many learners showed more than one possible
response. Learners increased their frustration levels as a result of a lack of knowledge,
forgetfulness, mistakes and a lack of time management. The fact that there were different
expectations from different classes caused frustration, as well as the fact that the parents and
other learners had to comment on learners’ work. Quite a number of learners experienced
frustration as a result of the use of the blog itself.
The most important conclusion is that this type of exercise should become a preferred way of
teaching and learning, due to its educational value in shaping learners’ minds and guiding
teachers to see and do things differently in a technology driven society. Blogging promotes
analytical and creative thinking and gives all learners in the class a voice.
Hierdie studie het op blogging gefokus, as een van die moontlike maniere waarop ’n rekenaar
in ’n Afrikaansklas gebruik kan word, met die doel om integrasie tussen die verskillende
leerareas te bevorder.
Die navorser wou bepaal hoe leerders blogging sou hanteer, met die fokus op die
verskillende komponente in die skoolomgewing – die gebruik van tegnologie, die leerders
self, die reëls waaraan hulle moes voldoen en die gemeenskap waarin hulle leef, naamlik die
onderwyser, en ander leerders en ouers wat op hul werk kommentaar moes lewer. Hierdie
komponente is belangrik in die aktiwiteitsteorie.
Met Maier en Ellen se 1956-frustrasieteorie as agtergrond, het die navorser aangeneem
dat die projek leerders sal motiveer om beter as in die verlede te doen, of dat dit aggressie,
regressie, vermyding of fiksasie sou veroorsaak.
Die navorser het ’n kwalitatiewe, interpretatiewe gevallestudie onderneem met 40 graad
tien Eerste Addisionele Taal Afrikaans-leerders van ’n privaat skool as deelnemers. Die leerders
moes dagboekinskrywings in ’n blog doen. Daarna het hulle narratiewe kommentaar oor hulle
ervarings geskryf. Dit is verbatim oorgetik en deur middel van Atlas.ti ontleed.
Die meeste leerders se ervarings was positief, baie het aggressief geraak, ’n groot persentasie
het na ’n normale skryftaak geregresseer, terwyl sommige probeer het om die probleem
sover as moontlik te ignoreer. Leerders het hul eie frustrasievlakke verhoog as gevolg van
vergeetagtigheid, foute en ’n gebrek aan tydsbestuur en kennis.
