Influencing rural school teachers' use of mobile devices for teaching and learning

Abstract

The realisation that computers are formidable and adaptable tools that can augment teaching and learning led to governments dedicating funds to the implementation of Information and Communication Technology tools in education. Despite efforts by governments, partners, and other agencies to equip teachers with the necessary skills, several setbacks seemed to have been experienced, leading to ICT infrastructure not being optimally used. The research intended to explore the influence of the teacher professional development workshops and explain the continued use of mobile devices on the teachers’ behavioural intent and actual use of mobile devices for teaching and learning. A single case study design with multiple embedded units of analysis was employed in this study. In the first Unit of Analysis, the Technology Acceptance Model (TAM) was employed to gain insight into the aspects that influenced the teachers’ behavioural intent and actual use of mobile devices in class. However, TAM was deemed unsuitable in providing sufficient insight into why only teachers from the observed school implemented and applied the knowledge gained from the workshop they attended, while the teachers from other schools did not. Therefore, the researcher explored various other models and ultimately employed Venkatesh’s (2003) Unified Theory of Acceptance and Use of Technology (UTAUT). The research instruments, questionnaires and interviews, provided rich information about teachers’ perceptions, attitudes, behavioural intent and actual use of mobile devices in class. The results revealed that teachers who did implement the technology found it both useful and easy to use, irrespective of the status and facilitating conditions, age, gender, or prior experience. Self-initiative and its influence on their attitudes and behavioural intent further determined their actual use of mobile devices in class. Though lack of adequate mobile devices was seen as a challenge, self-initiative, encouragement and support from management led to an increased motivation to use the mobile devices in the observed school. Learners were actively involved in the learning activities on the mobile devices and collaborated in their use. vii Timely feedback to both learners and parents was another advantage realised when mobile devices were employed in teaching and learning in this school. This study led to the realisation that continued technical and pedagogical support and having an ICT champion in the school contributed to the successful implementation of mobile devices for teaching and learning. Building and sustaining communities of practice for teachers to share ideas and support one another is also crucial. Key Terms: educational technology, mobile devices, rural school teachers, TAM, UTAUT