The findings indicated that teachers do not fully utilise their mobile phones for academic purposes in schools. Data were sought through semi-structured interviews, Focus Group Discussions, and documentary reviews and were subjected to thematic data analysis procedures. It employed a qualitative phenomenological research design that involved three secondary schools and 44 participants, including teachers, school heads, Teachers' Service Commission officers, Education officers, and students in Kinondoni District in the Dar es Salaam region. This study examined the use and abuse of mobile phones by teachers in secondary schools in Tanzania. Emerging mobile technologies have significant educational benefits and raise several ethical concerns.
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