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Digital solution for literacy?

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The country’s reading crisis has once again come into the spotlight through the latest findings of the Progress In International Reading Literacy Study which reveals that as many as 78% of Grade 4 children cannot read.

There is a solution to the Foundation Phase reading crisis that the education system in South Africa currently faces. The early introduction and integration of digital tools in the classroom can and has proven to improve literacy levels amongst children, a SchoolNet South Africa (SNSA) study has found.

The country’s reading crisis has once again come into the spotlight through the latest findings of the Progress In International Reading Literacy Study (PIRLS). It has revealed that many of country’s children are struggling to read; that as much as 78% of Grade 4 children cannot read for meaning in any language.

While the research study of this project, called Learning Gains through Play (LGP), showed learning gains in all foundational literacies tracked, the most interesting findings were of gains in oral English language skills acquired subconsciously through play by second language learners.

The Methodology:

Ten schools in KwaZulu-Natal and the Western Cape each received a bank of learner tablets and an Xbox Kinect (including carefully selected apps and games) which, along with intensive teacher development and support, were integrated in teaching and learning activities in Grade R and Grade 1 classrooms. Learners were tracked over a four year period to assess their progress in foundational skills.

Data was compared with control school learners who were assessed and tracked in the same manner (but did not enjoy the benefits of any of the LGP project inputs). Results showed improvements in achievement in all five foundational literacies of gross-motor skills, fine-motor skills, numeracy, visual literacy and oral English communication skills.

This last literacy is of particular interest as the learning gains were substantial and furthermore, because the language of learning and teaching is a hotly debated topic in South Africa. With eleven official languages there is little consensus on which is more beneficial, for children to learn in their mother tongue or in the universal language of English.

This issue is particularly contentious in the first grades of Foundation Phase in South Africa. SchoolNet’s Learning Gains through Play project has shown that in the early grades, children can acquire English language skills “on their own” through engaging with learning games and apps that use English as the medium of instruction.

This acquisition of English is very different to the formal learning of a language with its structures and rules. Acquisition is a subconscious immersive method to understand and make meaning, similar to the way in which babies learn their mother tongue.

For the LGP children learning was mediated by their educators; it was not really learning “on their own” but learning driven by a need to make understanding of the games and apps in order to engage and entertain themselves with the digital tools that they found so exciting. One of the LGP findings was that learners’ curiosity was sufficiently enabled to trigger self-driven learning.

The theory of second language acquisition (SLA) was proposed by linguistic professor Stephen Krashen (1981) and according to Krashen and Terrell (1995), students learning a second language move through five predictable stages: Preproduction, Early Production, Speech Emergence, Intermediate Fluency, and Advanced Fluency.

“With the majority of learners in South Africa learning in their home language in Foundation Phase and then making an abrupt switch to learning in English from Grade 4 (and this coupled with the addition of three more subjects), providing tablets, Xboxes, apps and games in English for learners in the early grades is an effective strategy for preparing learners for success in the Intermediate Phase and beyond,” says SNSA’s Executive Director, Janet Thomson.

The worst hit from the reading crisis are poor and disadvantaged children, who make up 25% of the population who live in extreme poverty. An alarming fact is that learning deficiencies in the early grades accumulate and have a far greater detrimental impact in later grades and across all subjects including Mathematics.

Only the top 16% of Grade 3 Maths students are achieving at the Grade 3 level (Spaull & Kotze, 2015). Clearly the vast majority of South African learners are not meeting the curriculum requirements even at the very start of their journey through the schooling system.

In addition to the county’s poor reading culture, reading is also generally taught badly resulting in what the The Conversation has dubbed a “cognitive catastrophe”.  The publication argued recently that “failing to learn to read is bad for the cognition necessary to function effectively in a modern society.” This essentially means that we are raising generations of cognitively stunted individuals who then become stuck in intergeneration poverty.

One of the reasons why the PIRLS Study tested 13 000 Grade 4 children is because it is in the Foundation Phase “that the base for all future learning is established, and if the rudiments of reading, writing and calculating are not firmly entrenched by the end of Grade 3, then both learning opportunities and the larger life chances of young citizens will be curtailed” (National Education, Evaluation and Development Unit, 2013).

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AppDate: DStv jumps on music bandwagon

In this week’s AppDate, SEAN BACHER highlights DStv’s JOOX, Cisco’s Security Connector, Diski Skills, Namola and Exhibid.

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DStv JOOX

DStv is now offering JOOX, a music streaming service owned by China’s Tencent, to DStv Premium, Compact Plus and Compact customers.

In addition to streaming local and international artists, JOOX allows one to switch to karaoke mode and learn the lyrics as well as create and share playlists. Users can add up to four friends or family to the service free of charge.

DStv Family, Access and EasyView customers can also log in to the free JOOX service directly through JOOX App, but will be unable to add additional friends and won’t be able to listen to add-free music.

Platform: Access the JOOX service directly from the services menu on DStv or download the JOOX app for an iOS or Android phone.

Expect to pay: A free download.

Stockists: Visit the store linked to your device.

 

Cisco Security Connector

With all the malware, viruses and trojans doing the rounds, it is difficult for users and enterprises to ensure that they don’t become targets. Cisco, in collaboration with Apple, has brought out its Cisco Security Connector to protect users. The app is designed to give enterprises and users overall visibility and control over their network activity on iOS devices. It does this by ensuring compliance of mobile users and their enterprise-owned iOS devices during incident investigations, by identifying what happened, who it affected, and the risk of the exposure. It also protects iPhone and iPad users from accessing malicious sites on the Internet, whether on the corporate network, public Wi-Fi, or cellular networks. In turn, it prevents any viruses from entering a company’s network.

Platform: iPhones and iPads running iOS 11.3 or later

Expect to pay: A free download

Stockists: Visit the Apple App Store for downloading instructions.

 

Diski Skills

The Goethe-Institut, in co-operation with augmented reality specialists Something Else Design Agency, has created a new card game which celebrates South African freestyle football culture, and brings it alive through augmented reality. Diski Skills is quick card game, set in a South African street football scenario, showing popular tricks such as the Shibobo, Tsamaya or Scara Turn. Each trick is rated in categories of attack, defence and swag – one wins the game by challenging an opponent strategically with the trick at hand. Through augmented reality, the cards come alive. Move a smartphone over a card and watch as the trick appears on the screen in a slow motion video. An educational value is added as players can study the tricks and learn more about the idea behind it.

 

The game will be launched on 27 October 2018 at the Goethe-Institut.

For more information visit: www.goethe.de

 

Namola

With  recent news of kidnappings on the rise, a lot more thought is going into keeping children safe. Would your child know what to do in an emergency? Have you actually asked them?

Namola, supported by Dialdirect Insurance, is a free mobile safety app. Namola’s simple interface makes it an ideal way for children to learn how to get help in an emergency. All they need to do is activate the app and push a button to get help that they need, even when their parents are not around.

Parents need to install the app on their child’s phone, hold down the request assistance button, program emergency numbers that will automatically be dialled when the emergency button is pushed, and teach their children how and when to use the app.

Platform: Android and iOS

Expect to pay: A free download.

Stockists: Visit the store linked to your device.

 

Exhibid

Exhibid could be thought of as Tinder, but for for art lovers. The interface looks very similar to the popular mobile dating app, in that users swipe left for a painting that doesn’t appeal to them, or swipe right for something they like. Once an art piece is liked by swiping right, one can start bidding or make an offer on it. The bid is automatically sent to the artist. Should he or she accept the offer, the buyer makes a payment through the app’s secure payment gateway and the two are put in contact to make arrangements for delivery.

Platform: Android and iOS

Expect to pay: A free download.

Stockists: Visit the store linked to your device.

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New kind of business school

At a recent meeting, ALLON RAIZ, founder and CEO of Raizcorp, realised that in order for today’s youth to become entrepreneurs, teachers, the curriculum and the parents need continually expose them to entrepreneurial thinking from a young age.

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Several years ago, I found myself in a meeting with my business partner and two of my staff members. In front of us was a client who was sharing some of the frustrations in his business. At the end of the meeting, my partner and I were extremely excited about the prospect of two massive opportunities we had both independently identified while listening to the client. My two staff members, on the other hand, completely missed them. This led me to wonder what it was in my own and my partner’s backgrounds that allowed us to so easily spot opportunities while my two staff members remained oblivious … I realised that the difference was that my partner and I both had an early exposure to entrepreneurship while they didn’t.

Not long afterwards, I was delivering a lecture about how Raizcorp grows and develops small businesses at Oxford University’s Said Business School in my role as their Entrepreneur-in-Residence. I mentioned the above incident and spoke about my intention of going into children’s education with a view to providing an entrepreneurial perspective.

One of the professors in attendance asked me if I’d ever heard of a piece of research by Henrich R Greve called Who wants to be an entrepreneur? The deviant roots of entrepreneurship. It’s a pretty unfortunate title but a fascinating piece of research nonetheless. It highlights how certain contexts in childhood result in a much a higher probability of becoming an entrepreneur. For example, kids who participate in solo sports such as tennis or athletics are more likely to become entrepreneurs than children who play team sports like soccer and cricket. Conversely, your mother’s participation in the parent-teacher association has a negative correlation to you becoming an entrepreneur. I spent the rest of the afternoon in the professor’s office discussing other research papers that unequivocally proved that context during your childhood has a massive influence on whether or not you will follow the entrepreneurial route.

Another member of the lecture audience was a double-PhD from the USA who was completing her MBA at Oxford. After the lecture, she approached me and volunteered to help build a framework to incorporate entrepreneurship in the school curriculum without interfering with the formal requirements of the CAPS curriculum.

She spent nine months in South Africa working with me to build out a practical framework. The next phase of the plan was to find the right school at which to embark upon this journey. In December 2015, Raizcorp purchased Radley Private School and we began our entrepreneurial education adventure in earnest in 2016.

At the centre of the Radley philosophy is that the school (the physical building), the teachers, the curriculum and the parents are the “marinade” in which the kids need to soak in order to be continuously exposed to entrepreneurial thinking from a young age. The aim was that if, in future, the kids found themselves sitting in a boardroom with me and my partner, they too would be able to identify the opportunities that we did.

A big shift this year has been the launch of our Entrepreneurial Educator Guide (EEG) programme where we have been training our Radley teachers (whom we call guides) to understand entrepreneurship, business language, business concepts, financial documents and the like. (The EEG training makes use of Raizcorp’s internationally accredited entrepreneurial learning and guiding methodologies.) We have also employed a full-time staff member to ensure that these concepts are imbedded into all lesson plans and classroom activities.

Through my network at Raizcorp, I have been pleasantly surprised by the massive support we’re receiving from prominent entrepreneurs and businesses who want to participate in our Radley Exposure programme, where we take our kids of all ages on visits to different types of businesses so they can understand the difference between retail, wholesale, manufacturing, logistics and so on. Prominent businesspeople have put up their hands to come to the school and tell their stories of hard work, resilience and perseverance. This ties in beautifully with the 17 entrepreneurial concepts that we are instilling into our Radley learners (such as opposite eyes, lateral thinking and opposable mind), while never compromising on our quality academic offering.

As parents, we’ve all heard the terrible statistics about the probability of our kids finding jobs in the future. At Radley, we’re working hard to ensure that our kids have a legitimate and lucrative alternative to finding traditional employment and that is to become an entrepreneur. Radley is all about producing job creators and not job seekers!

To enrol your child or find out more about the school, please visit www.radley.co.za.

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