Modelling mobile learning policy in computing education for developing countries in Africa: a backward mapping approach

Abstract

The fast penetration of mobile technologies around the world has engaged stakeholders in education as to how to mainstream mobile learning into the teaching pedagogy to support ubiquitous learning. However, many countries are yet to develop mobile learning educational policy to guide the use of mobile technologies in teaching and learning. The main aim of this paper is to provide empirical evidence for modelling mobile learning policy in computing education for pre-tertiary schools in developing countries of Africa. This paper adopts both systematic reviews of scientific journals and backwards mapping in appropriating the model for the mobile learning educational policy. The study reveals that government, ministry of education, school administration, teacher education, teachers, parents, students, infrastructure, e-learning centre, telecommunication providers and other non-governmental organisations are main actors in mobile learning policy. Relatedly, there are 51 attributes and 16 interactions to ensure smooth implementation of mobile learning educational policy for developing countries.