Authors: Dhliwayo Alice1 & Muchemwa Stella2
1Languages and Communication Department, Solusi University, Zimbabwe
2Languages and Communication Department, Solusi University, Zimbabwe
Abstract: While technology has been embraced by most of the people, use of smart phones in the classroom has been received with mixed feelings. Some say it enhances learning while others complain that it disturbs instruction. This research wanted to find out the stance of secondary school teachers on this issue in Zimbabwe. A sample of 50 randomly selected teachers from 10 randomly selected secondary schools in Gweru District, Midlands Province in Zimbabwe was used. Data from self-constructed questionnaires were analyzed by SPSS mainly on descriptive statistics and correlation. Findings showed that teachers possess smart phones which they use for researching and other instructional purposes with moderate expertise. Teachers consider smart phones as hand-held computers that can enhance learning for they have high engagement potential and they extend classroom walls allowing students to engage with the global village. A correlation computation showed that there is a significant relationship between perceived problems of smart phones and smart phones integration factors. However, respondents felt that smart phones can cause lower levels of attention during lessons and allows cheating and copying during exams. They also concurred that teachers’ technical skills lag behind those of digital native students. Thus, they foresaw instructional problems on the part of the teachers on the use of smart phones in the classroom and were against their use. They doubted if the use of smart phones can improve the pass rate and whether they wanted their students to bring cell phones and use them during lessons for they perceived problems in controlling students using them. They also doubted if schools in Zimbabwe would ever benefit if students are allowed to use their phones in class. The study concluded that teachers in Zimbabwe are not yet prepared to have students use smart phone in the classroom and recommended for further research on the potential benefits of using smart phones in the classroom.
Keywords: Smart Phones, Technology, Student Engagement
An,Y. J., & Reigeluth, C. M. (2011). Creating Technology Enhanced Learner Centered Classrooms: K12 Teachers‟ Beliefs, Perceptions, Barriers and Support Needs. Journal of Digital Learning in Teacher Education, 28(2).
Barnwell, P. (2016). Do Smartphones Have a Place in the Classroom? Retrieved from http://www.theatlantic.com/education/archive/2016/04/do-smartphones-have-a-place-in-theclassroom/480231/
CBC News. (2015). Smartphones in the classroom: a teacher’s dream or nightmare?http://www.cbc.ca/news/technology/smartphones-in-the-classroom-a-teacher-sdream-or-nightmare-1.3211652
Common Sense Media. (2010). Do Smart Phones = Smart Kids? The Impact of Mobile Explosion on America‟s Kids, Families and Schools. Retrieved from http://www.commonsense.org
Dakers, J. (2005). International Technology Education as Solo Activity or Socially Constructed Learning. International Journal of Technology and Design Education, 5 (1).
DeGraff, J. (2014). Digital Natives Vs Digital Immigrants. Retrieved from www.huffingtonpost.com
Doak, S. (2009). Emerging Theories of Learning and Role of Technology. Retrieved from https://sites.google.com/a/boisestate.edu/edtechtheory/
Freed, R. (2016).Wired Child Reclaiming Childhood in a Digital Age. www.richardfreed,com/wiredchild/
Gilbert, J. K., & Boulter C. J. (2012). Developing Models in Science Education. NY Springer Science & Business Media. Retrieved from www.springer.com/us/book/9780792366522.
Kahari, L. (2013). Digital Natives/Digital Migrants. International journal of Education and Research, 10. Retrieved from www.marcprensky.com/writing/prensky/
Karsenti, T. (2015). Information and Communication Technologies in Education. Canada, University de Montreal.
Kowalsiki, K. (2016). When smartphones go to school. Retrieved from https://www.sciencenewsforstudents.org
Lei, J. (2010). Quantity versus quality: A New Approach to Examine the Relationship between Technology use and Student Outcomes. British Journal of Education Technology, 41(3), 455 – 472.
Mapako, R. M. (2013). The Concept of Free Primary Education in Zimbabwe: Myth or Reality. Education Research International, 1(1). Retrieved fromwww.norrag.org/ar/publications/norrag-new/online-version/critical…/
Savedge, J. (2015). Social Media Apps your Kids are Probably Using. Retrieved from www.mnn.com/green-tech/gadgets-electronics/blogs/7-social-media-apps-your-kids-areprobably-using/ The Herald 7 February (2015). Allow cellphones in schools. Retrieved from http://www.herald.co.zw/allow-cellphones-in-schools-says-dokora
UNICEF (2015).World Data on Education, 7th Edition.UNICEF. Retrieved from www.ungei.org/resources/index_all_resources.html
UNICEF Zimbabwe (2015).Media Centre – Sustainable Development Goals: all you need to know.UNICEF. Retrieved from www.unicef.org/agenda2030/
International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), September 2017, Vol.4, No.1
Copyright © 2014 by Tishk International University, Developed and Designed by RAS Groups and M. Albay (IU Web Office Manager)
replica rolex is among the most international greatest perplexing watch survey of the brand. Put to use fake watches during the world-wide industry is also extremely well known.Customers from all of areas of life really like breitling replica watches. The initial financial investment valuation belongs to the benefits associated with best replica watches.