This document discusses using mobile technologies to improve vocational education in Zambia. It analyzes Zambia's ODL policies and surveys teacher use of mobile technologies through critical discourse analysis. The methodology section describes collecting artifacts from teachers on a mobile discussion forum. Findings show teachers use phones to send assignments and access online resources, while analysis looks at the intent and social practices around mobile phone use. The conclusion advocates using findings to enhance teaching and learning through improved technology access.

1. Gabriel S Konayuma
Senior Vocational Education & Training Officer, Zambia
BA Ed., MBA

2. Agenda
Introduction
Background
Problem Statement
Objectives of Paper
Methodology
Findings
Analysis
Conclusion
2

3. Introduction
This paper focuses on analysis of ODL policies in
Zambia by using tools of policy analysis.
The paper also analyses text produced by respondents
in a survey of the use of mobile technologies in
education and training using Critical Discourse
Analysis (CDA).
3

4. Background
African Context of ICTs
In Africa, a number of African countries have developed
ICT policies. Some of these are Cameroun, Kenya,
Namibia, South Africa, Uganda and Zimbabwe. In
Cameroun the ICT Policy seeks to:
to enable each citizen to build his capacities to gain access
to information, ideas and knowledge and contribute
thereto;
to make the most benefit of ICT opportunities to combat
poverty and promote development (National Agency for
Information and Communication Technologies, 2007:85).
4

5. Background
Zambian Context of ICTs
The ICT sector in Zambia is governed by a National
Information and Communication Technology (ICT)
Policy.
The ICT Policy highlights the potential of ICTs to
improve quality of education and‍ training through e-
learning and online learning. The ICT policy identifies
some challenges that are faced in the educational
system:
5

6. Problem Statement
Though TVET teachers appreciate the need to use
ICTs in education in order to improve their teaching
and improve learning by students, they do not fully
appreciate how some technologies can be effectively
in a learning environment.
Lack of adequate ICT competence is likely to have a
negative impact on learners in TVET.
Purpose of study is to identify strategies that will
strengthen the ICT competence of teachers in TVET
so that they can offer ODL programmes effectively.
6

7. Objectives of the Paper
Demonstrate a critical understanding between the
macro and the micro factors at social interaction
level.
Mediate interaction of human agents and gather
trails of interaction using a mobile application.
Provide detailed description of the conditions of both
production and interpretation of text/artefacts.
Analyse the relationships between the created
artefacts created and analyse them from micro-to-
macro.
7

8. Methodology
 Institutional, pedagogical and technological artefacts collected over a 2 week
period . These artefacts were presented to a postgraduate education class at
the University of Cape Town in June 2011. The artefacts were documented in
Wikispaces, a free web hosting service, where other students in the class
could easily access them and make comments.
 A mobile application solution, created using a free mobile website builder,
Winksite to address the problem of inadequate information on mobile
learning was presented.
 Creation of mobile forum for lecturers to make contributions to discussion
questions that were raised. A total of 4 lecturers and policy makers were
chosen from TVET institutions in Zambia. These were invited (by text and by
email generated from the mobile website) to join the forum discussion
available on the mobile site and respond to the following two questions:
 (a) How do you use mobile phones for your teaching/learning?
 (b) Do mobile phones improve teaching and learning?
8

9. Methodology
Figure 1: Screenshot of MobilEdu website showing discussion questions on Forum page
9

10. Findings
A total of four respondents made a combined total of eight
postings on the discussion forum. There were five
responses to the first question:
(a) How do you use mobile phones for your
teaching/learning?
“The mobile phone is handy for sending assignments to
learners by typed short message. Learners are also able to
listen to recorded voice lessons on their phones”(Dan)
For learning I use a mobile phone to connect to the Internet
and research on different study topics. (Dick)
Mobile Phones are used for teaching by sending notes and
assignments to students via email, text massaging,
conversation. (Dick)
10

11. Findings
I just realised that there are some features on my phone
that I have never used to date. I may be missing out on
something. (Cleo)
Having been a student not too long ago, I found a mobile
phone very important in improving learning. I used my
phone to communicate with my lecturer and peers on issues
that needed clarification. As a part time lecturer now, it
helps me keep in touch with my distant students to
communicate important information and also enables me
to search information and benefit from Open Education
Resources as access to latest reference materials is still a
challenge in my school. (Cleo)
11

12. Analysis
Text Genre Communicator’s Intent is to:
Narrative Tell about a sequence of events
Procedural Give instructions on how to do something
Expository Explain something
Hortatory Encourage someone to do something
Descriptive List the characteristics of something
Table 1: Text Genres and the Communicator’s Intent for each Genre, Larson
(1984:365)
12

13. Analysis
Description Interpretation Explanation
(Text Analysis) (Discursive Type) (Social Practice)
Narrative: The teacher is describing the Procedural: By explaining that a phone Most teacher generally have mobile
sequence of events that he uses the mobile can be used for connecting to the Internet phones and a number of them do use them
phone for teaching. and research the teacher implies a mobile for teaching though this comment has
Procedural: The teacher is explaining phone can be used for teaching and used been made by just two teachers in this
how the mobile phone is used i.e. for more than just making voice calls and study and therefore cannot be generalised.
connecting to the Internet and researching sending text messages.
on different study topics
Descriptive: The student knows the
Expository: The teacher has explained characteristics of the mobile phone that
how he uses the mobile phone for learning can facilitate his teaching.
purposes.
Descriptive: The teacher has listed the
characteristic of the mobile phone as
being able to connect to the Internet
13

14. Conclusion
This study is useful for policy makers in understanding
how certain readily available technologies such as mobile
phones can be used more effectively than they are being
used presently to enhance teaching and learning in
educational institutions.
The findings of CDA are very useful in the development of
learning interventions that seek to improve the access of
learning to students within a community or those that
have certain disadvantages in terms of learning.
The study is also useful to lecturers who struggle to find
teaching and learning resources for their classes and who
also seek to improve their interaction with learners.
14

15. Let’s continue networking via:
e-mail: gkonayuma@gmail.com
Blog: www.educationandtrainingissues.blogspot.com
gabrielkonayuma
gabriel.konayuma
15