BLENDING CULTURAL FOLKTALE WITH DIGITAL STORYTELLING IN THE TEACHING AND LEARNING PROCESS OF PRIMARY SCHOOL CHILDREN IN GABORONE, BOTSWANA

Abstract

This qualitative study explores teachers' perspectives on blending cultural folktales with digital technology in Botswana's early childhood education. In Botswana, like elsewhere, local traditions are passed down through folktales, yet there is a significant gap in integrating these narratives into technology education. This oversight risks the extinction of Botswana’s folktales due to modernization. The study emphasizes the need to incorporate digital storytelling within educational frameworks, following a paradigm shift towards Indigenous Knowledge (IK). Grounded in constructivism, the study aimed to uncover teachers' perceptions and challenges in merging cultural folktales with digital technology. Through in-depth interviews with preschool teachers, the study identified a generally positive outlook on digital storytelling, but highlights challenges such as a lack of skills, knowledge, and resources. Recommendations include training teachers and providing resources to enhance the integration of cultural folktales with digital technology for meaningful learning experiences of young children.