Utilization of smartphone as mobile-learning tools in secondary schools at King Cetshwayo District: perspectives of school management team members and educators
The adoption and acceptance of mobile technologies as mobile learning(m-learning) tools in the education sector has brought benefits and opportunities for teaching and learning. The main aim of the study was to determine and explore the perceptions of School Management Teams members (SMT) i.e. principals and head of departments, and educators on smartphones use as m-learning tools in selected secondary schools at King Cetshwayo District. The study employed a mixed method approach and the explanatory sequential research design to achieve the main aim of this research. The SMT members and educators in secondary schools are key role players on technology use and acceptance in secondary schools for teaching and learning purposes. The Unified Theory of Acceptance and Use of Technology (UTAUT) was employed as the theoretical framework that underpinned this study. This research study was conducted in King Cetshwayo District’s secondary schools which is one of the largest district in KZN (Kwa-Zulu Natal) province. Questionnaires and semi-structured interviews were used as instruments to collect data in purposively selected secondary schools. The study respondents were SMT members and educators. The research piloted its questionnaire and it interview schedule in one secondary school which was not part of the ten selected secondary schools. The instrument used in the pilot study was used also in the main study because there were not changes after the pilot study revealed required results by the researcher, so that is the reason why it was also adopted without no changes for the main study. King Cetshwayo District has a total of 44 secondary schools for this study only ten were purposively selected. In the ten selected secondary schools 140 questionnaires were issued and 135 were collected, from the 10 planned interviews only 8 were conducted. Firstly, the study collected quantitative data from SMT members and educators, then followed with qualitative data from the principals. The main study findings revealed that the SMT and educators need training, skills development programmes on the use and adoption of smartphones as m-learning tools in secondary schools. The respondents indicated the type of staff development they require and how and when this training should take place. The study concluded by designing a model for secondary schools use and adoption of smartphones as m-learning tools in secondary schools. The model also show how the SMT members and educators could influence and motivate the smartphones use as m-learning tools in secondary schools.
Learning, Mobile learning tools, School management team
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