The purpose of this study was to investigate which mobile technology integration strategies are incorporated in activities to support English Home Language teaching and learning. This study is important because even though technology is used daily, inside and outside the classroom, it is not clear at which cognitive level these activities are being implemented. The study was conducted in two private secondary schools, as a comparative case study. Mobile technology-based activities in Grade 9 English Home Language classes were observed and analysed. Data were collected through semi-structured interviews with the principal, IT specialist and English Home Language teacher from each school, observations of activities, as well as focus group discussions with six learners from each school.
The conceptual framework combines the Substitution, Augmentation, Modification and Redefinition (SAMR) model with the revised Bloom’s taxonomy. The eight observed activities were analysed and presented in the conceptual framework using the Activity Theory. Technology was integrated seamlessly in both English Home Language classrooms for communication, collaboration, presentations, investigations, analysis and research work. The two schools have similar supportive environments for implementation of technology in teaching, even though School B has a slight advantage in weekly community of practice sessions, training and technical support. The results indicate that activities in both schools were on the higher levels of conceptual framework, with a slightly higher approach identified in School B. In this study the results cannot be generalised as data were not collected over a long period of time, the number of activities observed was limited and the study was restricted to two schools only. However, it is evident that, in a supportive environment, technology can be very beneficial to, and even redefine, teaching and learning.