Perceived Readiness of Information and Communication Technology Policy in Supporting Mobile Learning in Times of COVID-19 at South African Schools

Abstract

This study answers the research question, “how do teachers perceive the readiness of information and communication technology (ICT) school policies in supporting the provision of remote m-learning as a strategy for mitigating learning disruptions caused by COVID-19?” To investigate this question, the study adopted and adapted the UNESCO policy guideline for m-learning as an evaluation framework. Data were collected through semi-structured interviews from five schools in South Africa, and ten teachers participated in the study. The sampled teachers perceived the ICT policies at the selected schools as outdated, not recognizing mobile devices as tools for learning, and silent on providing teachers with resources that facilitate m-learning. The results indicate that the ICT policies at the sampled schools were perceived as not supporting the UNESCO policy guideline for m-learning. Perceptions of teachers were investigated in this study because teachers are the custodians of m-learning at schools.