Teacher's adoption and use of mobile devices outside the classroom for learning in Africa: A complementary case study of secondary school teachers in South Africa and Tanzania.

Teachers play a vital role in imparting knowledge and skills to students in secondary schools. Secondary schools in developing countries are characterised by a shortage of teaching materials which limits the provision of impactful knowledge on students. Researchers have suggested the use of a variety of technologies and approaches that teachers could employ to impart knowledge and enhance teaching practices. One such technology that is relevant in developing countries is mobile devices. Little is known about teacher's adoption and use of mobile devices outside the classroom in South Africa and Tanzania. For this research paper, the diffusion of innovation theory is used as a lens to explain teacher's adoption and use of mobile devices outside the classroom. This research discusses findings from questionnaires distributed to Form IV (Tanzania) and Grade 12 (South Africa) teachers. The findings propose that besides using mobile devices for socialization and recreational purposes, teachers also use mobile devices to search for information and other academic purposes. Teachers contact colleagues by calling, texting and sending instant messages to acquire knowledge or enquire on unclear academic issues. Teachers use cameras, videos, YouTube and maps on mobile devices to acquire or disseminate knowledge. Also, teachers observe colleagues use of mobile devices which assists during adoption. Teachers are divided on the complexity of using mobile devices for learning. The research contributes to the body of knowledge by explaining secondary school teacher's adoption and use of mobile devices outside the classroom in developing countries.