Abstract
Based on a conceptualization of WhatsApp as a boundary object that permits educational institutions to cross over from in-school teaching to out-of-school teaching, this study investigated the viability of WhatsApp as a mobile learning (m-Learning) technology tool for the continuity of teaching and learning in Botswana during and beyond the COVID-19 pandemic. Utilizing a narrative review of the literature, we found that WhatsApp’s viability is supported by Botswana’s high mobile phone penetration rate, the extensive coverage of the country’s mobile broadband network, reduced domestic internet prices and research findings of WhatsApp’s technological, educational and academic advantages elsewhere. However, teachers require training to develop relevant technological and pedagogical competences. WhatsApp’s viability also requires inclusive access for all children including those from rural poor families and living with disabilities, and the protection of children learning online from mobile phone dependency and exposure to potentially harmful content and abuse.
Highlights
COVID-19 is wreaking havoc on the lives of children, students, and youth
Three research questions drove this study: 1. What factors support the use of WhatsApp as a new paradigm for secondary education teaching and learning in Botswana?
Reports prepared under the auspices of Statistics Botswana, the Botswana Communications Regulatory Authority (BOCRA), International Telecommunication Union, United Nations Educational, Scientific and Cultural Organization (UNESCO) and the World Bank were searched for publications related to mobile learning, ICT competence frameworks, digital education, technology-enabled learning and educational responses to the impacts of the COVID-19 pandemic
Summary
After the World Health Organization (WHO) declared the novel coronavirus disease (COVID-19) as a pandemic on 11th March 2020, countries around the world responded by implementing social distancing measures to slow the transmission of the disease. The Government of Botswana closed all educational institutions on 23rd March 2020 and declared a national lockdown for the seven-week period of 2nd April–21st May 2020. The requirement for a national lockdown emphasized that the COVID-19 pandemic had created several global crises, foremost being a health crisis and economic and educational crises. The pandemic disrupted teaching and learning around the world to the extent that by mid-April 2020, 94 percent of learners worldwide were affected, representing 1.58 billion children and youth from pre-primary to higher education in 200 countries [2]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
