Mobile Learning in Botswana’s Secondary Schools: Investigating Teacher Readiness and Institutional Barriers

Rodnie Kgalemelo Mafa; Desmond Wesley Govender; Tirelo Modise Moepswa

doi:10.3991/ijim.v20i01.54457

Authors

Rodnie Kgalemelo Mafa Botswana International University of Science & Technology, Palapye, Botswana https://orcid.org/0000-0003-4742-6124
Desmond Wesley Govender University of KwaZulu Natal, Durban, South Africa https://orcid.org/0000-0002-6115-9635
Tirelo Modise Moepswa Botswana International University of Science & Technology, Palapye, Botswana https://orcid.org/0009-0009-6454-2099

DOI:

https://doi.org/10.3991/ijim.v20i01.54457

Keywords:

Teacher preparedness, mobile learning, professional development, education technology, ICT in education

Abstract

This study examined the readiness of teachers in Botswana’s secondary schools to integrate mobile technology, specifically smartphones, into their teaching practices. While smartphones have become pervasive in students’ daily lives and offer significant opportunities to enhance educational experiences, many educators face challenges in utilizing these tools effectively within the classroom context. The study employed a mixed-methods approach involving 50 secondary school teachers and found that 70% of teachers reported low confidence in using mobile technology for teaching, with 80% indicating they had not received sufficient training. Additionally, 60% of teachers identified classroom distractions as a major challenge, while 50% cited inadequate infrastructure, including unreliable internet access and a lack of technical support. Despite these barriers, 90% of teachers expressed a strong interest in professional development programs focused on mobile learning. The study concluded by recommending targeted teacher training initiatives, improvements in school infrastructure, and the development of policies to support the effective integration of mobile technology in secondary education.

Author Biographies

Rodnie Kgalemelo Mafa, Botswana International University of Science & Technology, Palapye, Botswana

Dr. Rodnie Kgalemelo Mafa is a distinguished academic and educator with extensive experience in the field of computing and information systems. With over 12 years of teaching experience, Dr. Mafa has established himself as a leader in education, particularly in higher education and STEM fields. His academic journey is marked by a strong commitment to both learning and teaching. In addition to earning a PhD from the University of KwaZulu-Natal in 2023, Dr. Mafa also holds two master's degrees, showcasing his dedication to continuous professional development. His work contributes to the growing body of knowledge on how technology can enhance professional development for educators, offering insights into the ways that collaborative and autonomous learning environments can improve teaching practices. Beyond his research and teaching roles, Dr. Mafa has made a significant impact by mentoring young professionals and contributing to academic scholarship. His work is helping shape the future of educational practices in South Africa, Africa and beyond, as he continues to explore innovative approaches to teaching and learning in the digital age.

Desmond Wesley Govender, University of KwaZulu Natal, Durban, South Africa

Professor Desmond Govender started his academic career as a teacher of Mathematics and Computer Studies for 13 years, thereafter, served as a Subject Advisor in Computer Studies for the KZN Department of Education. Prof. Govender joined the University of KwaZulu-Natal in 2002 and is presently the Discipline Leader in the Department of Computer Science Education in the School of Education. His research interests are ICT integration in teaching and learning and teaching programming. He is presently an NRF rated researcher with over 70 publications. Prof. Govender is also responsible for quality assurance in his capacity as the External Moderator for Umalusi for the FET subject Information Technology for both The Department of Basic Education (DBE) and the Independent Examinations Board (IEB).

Tirelo Modise Moepswa, Botswana International University of Science & Technology, Palapye, Botswana

Dr Tirelo Modise Moepswa is a Lecturer in Business Management, Innovation and Entrepreneurship. His research focus explores the link between socio-demographic factors and the increasing ubiquity of technologies in a developing economy context. Specifically, his research explores the economic decision-making of consumers in the face of a rapidly changing technology market landscape. He holds a PhD in Technology and Innovative Management from The Graduate School of Policy and Management at Doshisha University, in Kyoto, Japan. Beyond his research interest in social aspects of technology, Dr Moepswa has extensive experience in Entrepreneurship and Innovation, developing policy as well as business advisory services to entrepreneurs within the SADC region.