Empowering Educators to Enhance Teaching Through Communication Device Proficiency

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Ms Londekile Majola, a Foundation Phase teacher who graduated with a Master's in Education, is driven to make a difference in the lives of learners with special needs; noting that many have grown up in an environment that has marginalised them because they are “different”.

Always researching when it comes to the academic needs of her learners, Majola embarked on a study that considers her peers’ understanding of using communication devices for learners with developmental language difficulties in a case study of a special school.

The study found that teachers are expected to be adequately trained to deliver the curriculum despite the many learning barriers they might encounter within the teaching and learning space. Complex communication difficulties are learning barriers for many learners in the South African basic educational system, many of whom use communication devices. Invariably, teachers are expected to be knowledgeable about using these devices in the classroom.

Said Majola, ‘My research is about communication devices and the extent to which teachers are able to use them effectively in the classroom. My motivation to conduct this research was encouraged by the fact that I have worked in a special needs school for 10 years. Within these years, I came to realise that there is a gap in knowledge when it comes to using communication devices.’

She found that having adequate knowledge regarding communication devices is important when it comes to teaching and learning. It ensures that learners with communication difficulties are not marginalised during classroom activities, and that they are given equal opportunity to be a part of the curriculum being delivered.

Using the TPACK framework (technology, pedagogy and content knowledge), Majola was able to illustrate how teachers could use technology to teach and deliver the curriculum to learners without losing the true value of the content or information. The study also explored the challenges teachers encountered in their attempts to integrate communication devices into the lesson, finding that this specialised knowledge could only be gained through training.

The findings revealed that some teachers exhibited good knowledge of technology, although they somehow needed to integrate the use of communication devices in teaching learners with communication difficulties. The study concluded that in-service teachers demonstrated limited knowledge of some of the domains of teaching learners with communication difficulties.

‘I believe that the findings of my research can help to improve the way our learners with special academic needs benefit from the education system. My research highlights the gaps in our education system and how they can be filled. Considering the recommendations of my study can help to strengthen the fundamentals of inclusive education,’ she said.

Some recommendations Majola makes is for developers to consider using African languages such as isiZulu, Afrikaans, and seSotho when developing communication devices because not all learners with communication difficulties use English as their language of instruction in the classrooms; and that budgets be allocated for the training of teachers to use communication devices in their classrooms effectively.

The balance between research and personal life required Majola to create a detailed schedule for executing daily activities and having the discipline to stick to it. Rest and rejuvenation were also imperative during her studies.

Despite the support of her supervisor, family and children, there were challenges, including the loss of important people in her life just before she completed her degree. Majola bravely sought therapy to help her through.

Extending congratulations, her supervisor, Dr Makie Kortjass said, ‘You have accomplished so much and persevered through challenges and difficulties. Your hard work and dedication have paid off. I’m really proud of you. I know you will go far in all your future endeavours. May your hat fly as high as your dreams!’

Majola advises undergraduates to study fields they are passionate about which makes it easier for them to be more disciplined and consistent when it comes to their work. ‘I also advise them to make time to rest so that they do not have burnout,’ she said.

Words: Rakshika Sibran

Photograph: Sethu Dlamini