Teaching Through Mobile Technology: A Reflection From High School Studies in South Africa

Teaching Through Mobile Technology: A Reflection From High School Studies in South Africa

Mmaki Jantjies (University of the Western Cape, South Africa) and Mike Joy (University of Warwick, UK)
DOI: 10.4018/978-1-5225-2399-4.ch026
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Abstract

The use of mobile technology to support teaching and learning in schools, has extended technology learning tools in schools across different socio economic divides. There have been various studies throughout the world which reflect the improvement of such technology in schools. In this chapter we reflect on a series of studies conducted in developing countries with focus on Jantjies and Joy (2012, 2013, 2014, 2015) studies. The studies were conducted in schools with the objective of providing teachers and learners with multilingual mobile learning content specifically designed to support teaching and learning in their science and mathematics classrooms and beyond. This chapter provides a culmination of lessons learnt from all studies reflecting on the journey of mobile learning in schools across South Africa. The use of mobile technology to support teaching and learning in schools, has extended technology learning tools in schools across different socio economic divides. There have been various studies throughout the world which reflect the improvement of such technology in schools. In this chapter we reflect on a series of studies conducted in developing countries. The studies were conducted in schools with the objective of providing teachers and learners with multilingual mobile learning content specifically designed to support teaching and learning in their science and mathematics classrooms and beyond. This chapter provides a culmination of lessons learnt from all studies reflecting on the journey of mobile learning in schools across South Africa.
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Mobile Learning In South Africa

One of the earliest mobile learning project in South Africa was the MELFA project which was aimed at providing building construction workers with training content through voice recorded multilingual learning content (MELFA, 2009).

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