Boundary Crossing for Education Continuity: Exploring WhatsApp’s Potential in Botswana During and Beyond the Pandemic

Abstract

Based on a conceptualization of WhatsApp as a boundary objectthat permits educational institutions to cross over from in-school teaching toout-of-school teaching, this study investigated the viability of WhatsApp as amobile learning (m-Learning) technology tool for the continuity of teaching andlearning in Botswana during and beyond the COVID-19 pandemic. Utilizing anarrative review of the literature, we found that WhatsApp’s viability is supportedby Botswana’s high mobile phone penetration rate, the extensive coverageof the country’s mobile broadband network, reduced domestic internet pricesand research findings of WhatsApp’s technological, educational and academicadvantages elsewhere. However, teachers require training to develop relevanttechnological and pedagogical competences. WhatsApp’s viability also requiresinclusive access for all children including those from rural poor families and livingwith disabilities, and the protection of children learning online from mobilephone dependency and exposure to potentially harmful content and abuse.