Mobile Pedagogical Technologies and Teachers’ Professional Ethics in Tanzania: An Inquiry into the Use and Abuse of Mobile Phones by Teachers in Secondary Schools

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DOI:

https://doi.org/10.56059/jl4d.v9i2.610

Keywords:

Mobile technologies, Mobile Phone, Use and Misuse

Abstract

Emerging mobile technologies have significant educational benefits and raise several ethical concerns. This study examined the use and abuse of mobile phones by teachers in secondary schools in Tanzania. It employed a qualitative phenomenological research design that involved three secondary schools and 44 participants, including teachers, school heads, Teachers' Service Commission officers, Education officers, and students in Kinondoni District in the Dar es Salaam region. Data were sought through semi-structured interviews, Focus Group Discussions, and documentary reviews and were subjected to thematic data analysis procedures. The findings indicated that teachers do not fully utilise their mobile phones for academic purposes in schools. Also, abuse of mobile phones by teachers is commonplace in schools. The study recommends the need for a framework to guide teachers on the ethical use of the devices and for the curricula at all educational levels to incorporate content related to ICT use ethics.

Author Biography

Hamisi Mfaume, DAR ES SALAAM UNIVERSITY COLLEGE OF EDUCATION

Hamisi Mfaume is an assistant lecturer in the Department of Educational Foundations Management and Life Long Learning, Dar Es Salaam University College of Education. Email mfaumeham@gmail.com  

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Published

2022-07-19

How to Cite

Mfaume, H. (2022). Mobile Pedagogical Technologies and Teachers’ Professional Ethics in Tanzania: An Inquiry into the Use and Abuse of Mobile Phones by Teachers in Secondary Schools . Journal of Learning for Development, 9(2), 176–189. https://doi.org/10.56059/jl4d.v9i2.610

Issue

Vol. 9 No. 2 (2022): ISSUE 2

Section

Research Articles

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Copyright (c) 2022 Hamisi Mfaume

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Received 2021-12-25
Accepted 2022-05-16
Published 2022-07-19