• Katrine Lundby
  • Nikoline Kofod Madsen
  • Lasse Nyhus Mikkelsen
  • Maria Marjorie Castillo Mayorga
Research on teachers’ use of mobile devices in Kenya are almost non existent. Despite the fact that this group is well-equipped with mobile devices. There is much written about mobile learning and its various pedagogical practices and issues as well as the theoretical framework developed to support the studies in this field of literature. However, much has been written about the many challenges that Africa have in connection with the use of mobile technology. This master thesis seeks to explore how teachers in Matuu, Kenya can be involved in selecting a sustainable concept that will be useful in their daily practice and which recommendations can be conveyed for implementing the concept after doing research in this particular field.
The thesis works from a Social Constructivist point of view, and Action Research standpoint, where both knowledge and reality are considered to be dependent on social contexts. By directly engaging in the social practices that occur in the field, the researchers chooses to be participants in the field rather than being observers. By doing this, the researchers can both contribute to the desired social change and gain new knowledge and insight into the research field. Through this thesis we seek to find the teachers’ needs and wants in connection with the use of mobile technology in their day to day work. This will be done through the action research method User Innovation Management. To find a concept that can be sustainable in the teachers context, we need to taking into consideration the issues that might be in a developing country like Kenya. This includes addressing social, environmental and economic sustainability, as highlighted in the report on the World Commission on Environment and Development (1987). This is done through produced empiricism that will be taken into consideration by a number of selected theories. There have been five workshops, which have been executed to create a space in which there is room for dialogue, where discussions appear, where the individual co-researchers feel safe and can express their own opinions and address them to the other co-researchers. Furthermore the thesis uses two questionnaires that seeks to examine attitudes and perspectives of the relationship between the teachers and mobile devices. Hereby the project seeks to make an understanding of how teachers perceive and use mobile technology, as well as the concerns. To put a perspective on these elements the project will be using the theories of Rogers (1995) Diffusion of Innovation, Davis (1989) TAM and Hall (1975) CBAM
Wengers (2003) Community of Practice and Technology Stewards (2009) are involved to create perspectives on learning, including how learning communities are expressed in the local context. Dewey’s Learning by doing (1971) is used to gain an understanding of how teachers regard learning. In addition, Norman's seven design principles (2013) will be used to look at which elements should to be taken into account, when making a good design.

In order for the concept to be sustainable, it must be implemented, in regards to Rogers' five stages of adaptation (1995). This to shed light on the innovation decision process, if the teachers consider the presented concept to be useful in their daily practice. Finally the thesis end up with a set of recommendations for implementing the chosen concept.

KEYWORDS: Mobile technology, ICT teachers, Matuu, Kenya, Africa, Action research, social constructivist, Rogers, Davis, Hall, Wenger, Dewey, Norman, Diffusion of Innovation, TAM, CBAM, Learning by doing, Designprinciples, UIM
Publication date31 May 2017
Number of pages136
ID: 258719916