Where learners' and teachers' perceptions on mobile learning meet: A case of Namibian secondary schools in the Khomas region

Globally, most governments have devoted resources to information and communication technology (ICT) development. Their goal is to improve teaching and learning using innovative technology in institutions of learning. This has brought about the formulation of educational ICT policies. These policies are aimed at guiding the implementation processes in schools. Namibia adopted the National ICT policy for Education in 2005 and the National ICT Policy Implementation Plan in 2006. Based on information, since the adoption of the policy, no study has been done to evaluate the implementation process, thereby making it difficult to ascertain the readiness of teachers and learners towards the adoption of these technologies of which mobile learning technology is one of them. This study analyses the perception of teachers and learners towards the adoption of mobile learning in Namibian high schools. The research is a mixed method study, undertaking surveys and interviews with learners and teachers from three schools in the Khomas region. The study uses the UTAUT as a guiding model to analyse teacher and learner perceptions towards mobile learning. Data collected after survey were analyzed using SPSS and excel tools, and then percentage analysis was done to find the key contributors towards to adoption of mobile learning in Namibian high schools. The findings were that the majority of teachers and learners in Namibian high schools are mobile ICT literate. Most of teachers and learners own handheld mobile devices, can access the internet, download education material and applications from the internet using mobile devices, use mobile devices as calculators, access social networking sites, search for definitions of words on mobile, send emails, conduct searches for material, read assignments and post comments on blogs. Both teachers and learners were positive that mobile technology would enhance their teaching and learning capabilities, assist in improving learner grades and accomplish teaching and learning activities quickly. Although learners were positive that mobile education should be made compulsory in schools, they feel that the decision lies with policy makers on whether schools should adopt it. Both learners and teachers feel that Namibia has the resources in place to introduce mobile learning without any glitches. These resources are in the form of infrastructure and human resources.