Teachers’ Perceptions of Learners’ use of Smartphones and Tablets for Learning in Vhuronga 2 Circuit

Abstract

Smartphones and tablets are gradually becoming crucial learning tools to enhance teaching and learning. Their usage ensures flexibility in course delivery, allowing learners to access online learning platforms, course resources, and interact digitally. Research into teachers’ perceptions of the usage of smartphones and tablets in learning is still in its infancy in South Africa, and this paper attempted to fill in this gap by examining teachers’ perceptions towards the use of these devices for the purposes of learning. This study used grounded theory’s Technology Acceptance Model. The target population for this study comprised Vhembe West District, Vhuronga 2 Circuit teachers, principals and learners. This was a qualitative study that involved three principals, three teachers, and three learners, who shared their opinions on learners’ use of smartphones and tablets in learning. The research data collected from the participants were thematically analysed. The study revealed positive attitudes among teachers, highlighting their recognition of the potential benefits, such as increased learner engagement and access to educational resources. It provided insights into how teachers integrate these devices into their teaching practices, uncovering innovative strategies and instructional approaches. Additionally, the research identified barriers and challenges that hinder successful integration, informing strategies to address them and identifying teachers' professional development needs. The findings can have policy implications, guiding the development of guidelines or policies regarding device management and internet safety.