Abstract
The focus of this interdisciplinary research is to comprehend the impacts of computing lecturers' deployment of mobile devices in the classroom for teaching and learning. Along this line of thought, the use of activity theory was paramount towards understanding the activity system which three lecturers work within. Their stances were investigated with emphasis on their lengthy years of experiences relating to teaching and learning especially using technology in addition to additional constituents of the activity system of teaching computing to higher education students within a further education college.A qualitative approach was used and the results delineate the existential nature of different ambiguities that posits at the continuum of between and within various components of the activity system. These inconsistencies include the deficiency in reflecting, teamwork, peer communication, the pressure to reduce the existing gap between theory and practice, issues with classroom sizes and the habitus of the classrooms in relation to technology enhanced learning (TEL). Numerous recommendations are put forward to alter the current state of interplay in teaching computing to higher education learners in addition to strategic deployment of mobile devices in the classroom towards fostering the growth of a technology-enhanced classroom. Keywords: Computing lecturers, mobile devices, mobile learning, m-learning, technology-enhanced classroom, activity system, activity theory, higher education, further education DOI : 10.7176/JEP/10-9-15 Publication date :March 31 st 2019
Highlights
Even though numerous studies have sufficiently discussed the advantages of learning using mobile devices, teachers are still hesitant to deploy the concept of learning through mobile devices in their professional practice (Ferguson, 2012)
The three cases presented in this study assisted towards understanding the teaching of computing and the role of mobile devices in the classroom in the teaching process
Which characterises this discrepancy to the different culture and beliefs of the subjects in the three cases, for example, according to Sarah, Sam and Bob’s narrative accounts, it would appear that Bob used technology as a limited tool to support his teaching method, Sam used it effectively as a means of communicating with students as well as for effective teaching and learning method and Sarah used it for constantly reminding students about what is expected from them
Summary
Even though numerous studies have sufficiently discussed the advantages of learning using mobile devices ( known as m-learning), teachers are still hesitant to deploy the concept of learning through mobile devices in their professional practice (Ferguson, 2012). A recent study by Crompton (2013) implies that over 60 percent of mobile applications transmit data that the users do not intend to share without seeking consent or permission. Teachers may perceive an obligation of transforming from the standpoint of their professional habituality to a new standpoint required to assimilate m-learning in their professional practice. Because the change required for assimilation is inevitable, (Crompton, 2013) mentioned that some teachers highlighted time limitation as a key barrier
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