Are Minimal Digital Technology-Enhanced Learning Devices, A Devil or Messiah to Perennial Problems in the Learning Institutions? A Case for Zambian Secondary Schools
In 2014, the late Permanent Secretary in the Ministry of General Education in Zambia, Chishimba Nkosha pronounced that Information Communication and Technology (ICT) was a compulsory subject and examinable at Grade 9 although the subject was not going to be used for selection to Grade 10. This policy direction was pronounced in line with the revised curriculum. In November, 2015, several newspapers, mass media and the social media reported that thousands of children sitting for their Grade 9 ICT practical exams were forced to sit for their papers past midnight due to shortages of computers. The situation was further compounded by Zambia Electricity Supply Corporation Company’s load shedding as some schools did not have power from as early as 12.00 hours and power was only restored around 22.30 hours. Despite the pronouncement of making ICT as a compulsory subject at Grade 9, the presence and use of minimal technology enhanced-learning devices such as mobile phones in schools is a serious offence and that has led many learners to be expelled from school or being given force transfers. All public schools in Zambia debar the use of cell phones as they are perceived as distraction. Elsewhere, schools and universities are using these technologies to support learners and teachers.// In this paper, therefore, the theory of technology acceptance and various sub-themes have been discussed. The research is quantitative in nature and it is based on the understanding of the different approaches taken by different institutions on the topic of embracing technology-enhanced learning mobile devices in secondary schools. Literature of various studies which were undertaken, the benefits and challenges were investigated. // The research findings indicate that policy makers should consider introducing the use of mobile phones in secondary schools in order to enhance teacher-preparedness and learner-performance; provide technical and pedagogical support, and embark on ICT orientation meetings in order to enhance the understanding of the full potential of the minimal digital technology-enhanced learning mobile devices in education as opposed to perceiving them as distractions. Further, the government and cooperating partners in the education sector should consider investing in mobile learning. // Paper ID 192
MetadataShow full item record
Showing items related by title, author, creator and subject.
Brainard, Prince Charles; Ogange, Betty; Junaid, Muhammad; Allela, Melisa (Commonwealth of Learning (COL), 2019-09)The focus of this paper is on the role of an educator mentor in the conduct of a technology-enabled Community of Practice (CoP) in Junior Secondary schools (JSS) in Sierra Leone. The project is supported by the Commonwealth ...
Collaborative Regional Public Technology Enhanced Learning Management System (TELMS) in Promoting School Teachers’ Lifelong Learning through School ICT Laboratories: Upgrading Knowledge and Human Capital in Malaysia Lee, Tan Luck; Lee, Hua Jie (2010-11)The purpose of this study is to examine the setting, commissioning and managing of a collaborative regional public Technology Enhance Learning Management System (TELMS) as an innovative platform in helping school teachers ...
Supporting Community Learning with Digital Technologies and Knowledge for Societal Development: Open and Distance Learning to Educate Rural Farmers by Enhanced Blended Learning Management System through School ICT Laboratory in Malaysia Lee, Tan Luck (2010-11)Purpose – This research was attempted to examine the feasibility of open and distance learning on educating rural farmers in improving the quality of their knowledge and upgrading their livelihood through the school ICT ...
Paul, Henry (2010-11)The debate about the use of technology in distance education continues to present both challenges and opportunities for educators and learners. As discussions about the concept of the digital natives and digital immigrants ...
Technology-Enhanced Learning, Reflective Practices and Collaborative Learning for a Better Employability of Vocational Education Students in the UAE AlSuwaidi, Hanadi (Commonwealth of Learning (COL) and Open University Malaysia (OUM), 2016-11)This paper provides an overview of the first part of my doctoral studies whose main objective is the introduction of reflective practices and collaborative learning in vocational education institution (ADVETI) to increase ...