A sustainability framework for mobile technology integration in schools: the case of resource-constrained environments in South Africa

Abstract

The application of mobile technology integration in schools has been widely researched. However, the sustainability of mobile technology integration in resource-constrained environments has received less attention. Diverse contexts and devices complicate the construction of a consolidated view of how to sustain the pedagogical practice of learning with mobile devices in these environments. The purpose of this article is to indicate how feedback from teachers and district officials informed the development of a sustainability framework for mobile technology integration in schools (SFMTIS) in resourceconstrained environments in South Africa. Employing design science research as methodology, an initial sustainability framework was synthesised from the existing literature. Teachers’ views were obtained regarding the integration of mobile technology in their schools and were subsequently processed to inform the further development of the framework. Teachers, who were trained, and had previously participated in an initiative that introduced mobile tablet use, and where information and communication technology infrastructure was provided to their schools, were purposively selected for the study. The Department of Basic Education officials based at district offices were also interviewed for their views on the sustainable integration of mobile technology. The findings were used to refine the initial SFMTIS. Besides the refined sustainability framework, the research contributes novel insights into the different perspectives of the teachers and the district officials, and how those can impact the sustainability of mobile technology integration in resource-constrained environments.