The use of mobile technology devices in Botswana secondary schools to enhance teaching and learning.

Abstract

Traditionally learning was transmission of knowledge from the teacher to the learner, but today, it is a two-way process where both the teacher and the learner are involved. Mobile technology devices have taken the world by storm. Many people own a mobile technology device, and these devices are now also used in teaching and learning. Different learning methodologies have been used in teaching and learning; however, results have not improved as was expected. This study examines an intervention where some learners were allowed to use their smartphones in their teaching and learning. The purpose of this study was to investigate whether mobile technology devices (smartphones) can be used to enhance teaching and learning in secondary schools in Botswana. This study employed a mixed-methods (qualitative and quantitative) design. Purposive sampling was used to select the sample for the study of 75 respondents. The findings recommend that mobile technology devices (smartphones) should be allowed in classroom teaching and learning and should be incorporated into the school’s curriculum, since the results of this study showed that smartphones do to some extent enhance teaching and learning and thus improve academic performance.