1) The document examines teachers' and students' perceptions of using mobile phones for open and distance learning in Tanzania. 2) It finds that while mobile phones are the most accessible technology, their use in education is still limited. 3) Pre-service teachers and students are open to using mobile phones for learning, but current teachers have reservations due to lack of training, school policies, and concerns about distraction.

1. TEACHERS’ AND STUDENTS’ PERCEPTIONS
TOWARDS THE USE OF MOBILE PHONES AS
A TOOL FOR OPEN AND DISTANCE
LEARNING IN TANZANIA
Ayoub C Kafyulilo
Dar es salaam University College of Education
&
Petra Fisser
University of Twente
Paper presented at the DEASA International conference for open and distance
learning, from 30th September to 2nd October 2011, in Dar es salaam, Tanzania

2. INTRODUCTION
 Efforts to integrate technology in education in
Tanzania started in 1997
 This is the period when the first computer
syllabus was introduced in schools
 However these efforts encountered some
challenges:
 Lack of technological tools in most of the schools
 Lack of a policy for technology in education
 Lack of skilled teachers
 Lack of reliable supply of electricity in most schools
 Limited access to internet

3. INTRODUCTION
 For a developing country like Tanzania where
technology is not well embraced; a mobile
phone becomes a vital ICT tool in schools
 Mobile phones are affordable to large
community of Tanzanians in terms of both cost
and usability.
 A mobile phone offers varieties of user options:
internet, radio, video, audio, camera, mp3 etc.
 In addition, a mobile phone is handy; making it
user friendly beyond the classroom walls.

4. PROBLEMS AND RESEARCH QUESTIONS
 Studies have shown that mobile phones use in
education in Tanzania, is limited.
 Thus, our interest is to find out;
 What is the level of accessibility of mobile phones
to teachers and students?
 To what extent are mobile phones used in both
teaching and learning processes?
 How do teachers and students perceive mobile
phones as a tool for teaching and learning?

5. METHODOLOGY
 The present paper is an outcome of two
independent studies carried out at DUCE in
2010 and Kibasila secondary school in 2011
 At DUCE, the study adopted the action research
design while at Kibasila a survey research
design.
 29 pre-service teachers and 4 instructors from
DUCE; also 12 teachers and 40 students from
Kibasila participated in the study.
 Data were collected by using teachers’ and
instructors’ interview as well as pre-service
teachers’ and students’ questionnaire.

6. FINDINGS
Accessibility to various technological tools to
both pre-service teachers and school students
Technological tool DUCE Kibasila
M (SD) M (SD)
Computer (PC or laptop) 2.34 (0.55) 1.89 (0.83)
Radio 2.21 (0.86) 2.02 (0.74)
Audio Equipment (Mp3) 1.34 (0.67) 1.04 (0.97)
iPods 1.24 (0.58) 1.06 (0.98)
Mobile Phones 2.73 (0.94) 2.48 (0.88)
Digital Camera 1.40 (0.54) 1.25 (0.65)
Television 1.97 (0.82) 1.71 (0.87)

7. USE OF VARIOUS TECHNOLOGICAL
TOOLS IN LEARNING AT DUCE AND
KIBASILA
Technological Tool DUCE Kibasila
M (SD) M (SD)
Personal Computers 3.34 (1.72) 2.46 (1.43)
Radio 3.17 (1.79) 2.23 (1.29)
Audio equipment (Mp3) 2.16 (1.74) 1.64 (1.61)
iPod 1.59 (1.38) 1.48 (1.08)
Mobile Phones 2.03 (2.18) 1.25 (1.23)
Digital photo camera 2.48 (1.72) 1.35 (1.42)
Television 3.00 (2.20) 2.40 (1.92)

8. PERCEPTIONS OF PRE-SERVICE TEACHERS ON
MOBILE PHONES USE
M SD
The use of mobile phones in learning is interesting 4.62 0.50
Design of the lesson with a mobile phone was of interest 4.38 0.57
Mobile phones have enhanced my pedagogical competency 4.42 0.58
Mobile phones have enhanced my technology competency 4.54 0.71
The use of mobile phones enhance my thinking on how 4.69 0.55
technology can transform learning
If I learn how to use mobile phones I will use it in my 4.50 0.65
classroom
Mobile phones can replace computers 3.88 1.31
Since I know about the use of mobile phone in teaching, I 4.46 0.65
will use technology in teaching

9. PERCEPTIONS OF SCHOOL STUDENTS ON THE
USE OF MOBILE PHONES IN LEARNING
M SD
I am interested to learn by using a mobile phone 4.05 0.97
Mobile phones can make me more involved in learning 4.43 0.84
Use of mobile phones can simplify learning 4.58 0.68
Mobile phones can help me to learn beyond a classroom 4.10 1.01
Through a mobile phone I can learn after classroom 4.32 1.07
hours
Mobile phones can help me to answer difficult questions 4.25 0.95
A mobile phone can replace computer and other learning 3.63 1.50
technologies
The use of a mobile phone saves time 4.50 0.64
I feel comfortable to learn by using a mobile phone 4.73 0.51

10. LECTURERS’ AND INSERVICE TEACHERS’
PERCEPTIONS TOWARDS MOBILE PHONES IN
TEACHING
 Both lecturers and inservice teachers admit
to have not learned to use mobile phones in
teaching
 Lecturers were willing to use mobile phones if
they learn on how to use them
 School teachers on the other hand had
serveral reservations over mobile phones use
in teaching.
 Some of these reservation were:

11.  I don’t know how I can use a mobile phone in
teaching
 Teachers are not allowed to communicated with
students through a mobile phone
 Our school laws prohibit mobile phones among
students
 The government banned mobile phones in schools
 Mobile phones are the source of students’
misbehaviours
 Mobile phones draw away students attention to
learning

12. CONCLUSIONS
 From the findings of this study, a mobile phone
is the most accessible technological tool in
Tanzania
 There is a limited use of mobile phones in
teaching and learning in both university and in
schools
 At university level, lecturers and preservice
teachers are willing to use mobile phone as a
learning tool
 At school level, students are willing to use a
mobile phone for learning while teachers are
still reserved.

13. CONCLUSIONS
 Despite its handy, accessibility and affordability,
mobile phones are not accepted in schools for
use in learning.
 Teachers are not allowed to communicate with
students, this can hinder the opportunity for
learning beyond the classroom walls
 The current teachers’ attitude towards mobile
phone technology acts as a set-back towards
the development of open and distance learning
in the lower level of education

14. RECOMMENDATIONS
 To bring the concept of open and distance
learning in the lower level of education, a
change should start at a government level
 Teachers should also be exposed to the
multitude of learning opportunities provided
through the learning flexibility offered by a
mobile phone.
 For a country with poorly resourced schools
like Tanzania, a mobile phone can be a
solution at hand for technology development
in education.

15. THANK YOU FOR YOUR ATTENTION
KARIBU SANA TANZANIA