Reología

Another theoretical underpinning of the ANT is that it offers significant insight into the processes and objectives of education. It is against this background that this study analyses the importance of some physical and non-physical facilities that a school can provide in support of the academic use of smartphones by students so that the objectives of education can be achieved. The school facilities create a conducive environment that promotes the use of the smartphone in educational processes as a learning tool. In support of this assertion, Akanke claims that learning occurs through one’s interaction with the environment (Hong & Ho, 2005). The environment here refers to amenities available at the school to facilitate the learning outcomes of students. Therefore, the school environment at Harare High School is critical in determining the effectiveness of the academic use of smartphones.

5.2.3.1 Physical facilities

All the participating students concurred that the school authorities have taken a step forward in terms of creating a favourable environment for smartphone use as a learning tool at Harare High School. The process of acquiring and setting up the Wi-Fi facility for use by the students and teachers at the school was the first step in promoting the academic use of smartphone technology. It should be noted that the school has a computer laboratory furnished with computers that are linked to the Internet through network cables. The Wi-Fi facility is an additional facility specifically for students to use their smartphones. As I moved around the school during my observation schedule, I observed that classrooms are electrified, with many power points that allow students to conveniently charge their phones. According to previous research, the learning environment influences the performance of students or how they respond to situations and circumstances around them (Tsavga, 2011). This entails that no society is devoid of the influences of the environment. The above school facilities have also created a conducive environment that promotes the use of the smartphone as a learning tool.

5.2.3.2 Non-physical facilities

Previous studies show that the acceptance of the teachers and institutional policies are among the reasons why smartphone technology is not often used at school (Armstrong, 2014). The non- physical facilities here are those institutional policies set by the school to facilitate effective utilisation of the technology. These include regulations that govern the use of the smartphone and strategies in place to promote the academic use of these devices. Smartphones are tools for accessing information and for communication. Therefore, there need to craft strict regulations for their use like other tools in any trade. From the findings of this study, Harare High School has put in place rules and regulations that have to be followed if a student is to access the Wi-Fi facility, to ensure that the facility is used productively, and not abused. According to documents available in the school, and the presentations by the students, the procedure for students to use smartphones at school is that a student who wishes to bring his or her device to school should first seek permission to use it from the subject teacher. If the teacher authorises the use of that smartphone, he or she will recommend the name of the student to the school administrators. An account will be opened for the student who will be given a password and a pass to use the school Wi-Fi. It should be noted that, according to the history of the school, when the Wi-Fi facility was introduced at school for the first time, all students were allowed to access it without any restrictions. However, when some students were caught abusing the facility with their smartphones, some restrictions were put in place to curb this abuse. Students now have to request authority and acquire a pass to use their phones in accessing Wi-Fi at school.

The school administrators, with the help of the teachers, have also put in place monitoring mechanisms to ensure that smartphones are primarily used for academic purposes at school. This was echoed by the participating teachers who specified that the students use individualised passwords, which are monitored and controlled by the administrator. As a monitoring mechanism, the teachers indicated that students only bring their smartphones upon request by the teacher. Their use is therefore confined to the classroom and for learning purposes only. They also have access to the software ‘Mikrotik Hotspot Blocker’, which they use to block undesirable sites, for instance, pornographic sites. In support of this some scholars have also recommended software like “Nearpod” (Frontiera, 2013), and several other software which can also assist in monitoring and controlling accessibility of some websites by students.

The second provision which is linked to monitoring the use of smartphones is to do with instituting punishment/penalties to those found using their smartphones at school without

following the laid-down procedures for acquiring authority, and those caught abusing the facility. This implies that the aspect of monitoring the use of smartphones by students at school has become central. These measures are essential to ensure that students do not waste productive time on non-academic activities. However, there are certain students who feel that the procedure of acquiring a pass is too laborious, thus demotivating students from adopting the use of smartphone technology as a learning tool. The students allege that these procedures are aimed at discouraging some of the students from accessing the Wi-Fi facility. However, this is a point of view of some of the students who may be worth debating.