(i) Pedagogical framework for mobile learning (Park, 2011), (ii) A Model for Framing Mobile Learning by (Koole, 2006, 2009), (iii) A Proposed Theoretical Model for Mobile Learning Adoption in Developing Countries by (Barker et al., 2005), (iv) A Conversational Framework for the Effective use of Learning Technologies by Laurillard (2002), and (v) A Framework for Sustainable Mobile Learning in Schools by (Ng and Nicholas (2012).

2. COMPARED FRAMEWORKS
 (i) Pedagogical framework for mobile learning (Park,
2011),
 (ii) A Model for Framing Mobile Learning by (Koole,
2006, 2009),
 (iii) A Proposed Theoretical Model for Mobile
Learning Adoption in Developing Countries by
(Barker et al., 2005),
 (iv) A Conversational Framework for the Effective use
of Learning Technologies by Laurillard (2002), and
 (v) A Framework for Sustainable Mobile Learning in
Schools by (Ng and Nicholas (2012).

3. GAPS
 No clear delineation of the pre deployment
and deployment stages of mobile learning
systems in the compared frameworks
 These frameworks cannot be generalized and
used for the Namibian High School
environment.
 The focus of the majority of the frameworks
contain only few mobile learning features
such as usability, collaboration, flexibility and
connectivity.

4. Framework Validation
 Internal validation strategies as
recommended by Richey and Klein (2007).
 Does the framework include the necessary
components?
 To what extent does the framework addresses
relevant environmental factors?
 To what extent is the framework usable to
a wide range of settings?
 Is the use of the framework cost effective?

5. Volunteers
 ICT Teachers
 Learners.
 The administrator panel included a
principal, and two staff each from the
supervising ministries (Education and
the ministry of ICT).

6. Components of the Mobile Learning Framework
 Cost/Budget
 Compatibility of mobile learning applications.
 Ease of use
 Training.
 Administrative support for mobile learning in
Namibian High Schools.
 Awareness and motivation of teachers and learners.

7. Components of the Mobile Learning Framework
On-going technical support.
Usability and continuous assessment.
On-going mobile learning innovation.
Quality of device control.
Trust and confidence.

8. Component of the Mobile Learning Framework
 Availability of suitable learning material/courseware.
 Mobile technology infrastructures
 Collaborative learning.
 Achievements and evaluation
 Communication
 Support for both traditional and mobile device users

9. Phase 1: Preliminary stage
 Administrative Support
 Cost/Budget
 Awareness/motivation of teachers and learners
 Usability issues and ease of use
 Compatibility issues
 Flexibility issues
 Issues of mobile learning content
 Quality device control
 Trust and confidence

10. NAMIBIAN MOBILE LARNING FRAMEWORK
ADMINISTRATIVE
SUPPORT
COST/BUDGET
AWARENESS/MOTIVATION
USABILITY ISSUES
AND EASE OF USE
COMPARTIBILITY ISSUES
FLEXIBILITY/ PORTABILITY
ISSUES
ISSUES OF MOBILE
LEARNING CONTENT
QUALLITY DEVICE CONTROL
TRUST AND CONFIDENCE
PHASE 1: PRELIMINARY
STAGE

11. PHASE 2
Phase 2 Which is the deployment stage is depicted
in figure 2. It has the following components
 Mobile Infrastructure (Devices and Internet Access)
 Availability of Suitable teaching and learning
materials/courseware
 Collaborative learning (Teacher and learners).
Feedback. SMS, emails, social networks, etc

12. PHASE 2
 Ongoing technical support and usability
assessment for both traditional and mobile
devices
 Ongoing mobile learning innovation
 Monitoring, evaluation and achievement
 Regular power supply

13. Deployment Stage
MOBILE INFRASTRUCTURE
(Devices and Internet Access)
Availability of
Suitable learning
material/
Courseware
Monitoring
evaluation
and
achievement
Collaborative Learning
(Teachers and Learners)
Feedback, SMS, Social
network, etc
Ongoing technical
support and usability
assessment for both
traditional and mobile
devices
Ongoing
mobile
learning
innovation
Communication/I
nteraction
REGULAR POWER SUPPLY
REGULARPOWERSUPPLY

14.  from stakeholders,
 data from the surveys,
 focus groups,
 data analysis and from the
 reviewed literature
Contributions

15.  Thank You