Volume Two - Academic Conferences

Exploring the Potential of a Mobile Computer lab in a
Developmental Context: The Teacher’s Perspective
Fortunate Gunzo and Lorenzo Dalvit
Rhodes University, Grahamstown, South Africa
G08g6256@campus.ru.ac.za
l.dalvit@ru.ac.za
Abstract: This paper discusses the design phase of an intervention involving the integration and use of a mobile
computer laboratory in South African schools. We outline a model we have developed as part of an Advanced
Certificate in Education (ACE-ICT) course; a professional development course which targets in-service teachers.
As part of the practical component of the ACE-ICT course, teachers are required to plan and implement an
intervention involving the use of computers in their schools and or classrooms. The model we have developed is
an attempt to address some of the problems teachers face in their schools when they try to use computers for
teaching and learning. We used a qualitative research approach and collected data using a questionnaire with
only open ended questions. With the questionnaire, we gathered in-depth descriptions of some of the challenges
teachers faced and suggestions of how they would use the mobile computer lab in their schools. Data was
collected from 20 in-service teachers enrolled for the ACE-ICT course at a South African institution. Teachers
who came from schools that do not have computers suggested using the mobile computer lab to create basic
awareness of how a computer works first for their learners. These teachers acknowledged their role in preparing
their learners for the future whereby their learners will encounter the computer in one way or the other. Most
teachers proposed using the mobile computer lab for teaching and learning as they regarded these as very
important areas in which computers and ICT in general can make some contribution in education. Findings from
this design phase of the intervention were useful in highlighting the areas that the mobile computer lab can be
used in, in a developing context. Based on these findings, the interventions will now be implemented in the
various schools.
Keywords: mobile computer lab, access to ICT, marginalised schools
1. Introduction
According to the South African White paper on e-Education (2004) every school in the country is
expected to be equipped with computers by 2013. All learners and teachers are expected to become
competent users of Information Communication Technology (ICT) in the school context. The
Advanced Certificate in Education (ACE) in ICT run by our university is designed to equip teachers
with the appropriate ICT skills and understanding of ICT use in a school context. The course runs
over two years. It accommodates 20 teachers from marginalised schools in townships, farm and rural
areas. All contact sessions take place at the university, in the Education Department’s computer lab.
As part of the course, teachers are required to plan and implement an intervention involving the use of
ICT in their school. Although most schools do have ICT infrastructure, this is often haphazard, outdated,
poorly maintained (Kabede, 2006). We believe that by using the same, well supported and fully
functional mobile computer lab for all interventions we can make the experience more rewarding for
teachers and other participants and support meaningful sharing and reflection on the experience
within a community of practice.
As part of a PhD research project, we intend to involve teachers in the design and implementation
phases of an intervention using a mobile computer lab in their schools. The intervention must aim to
address specific problems in any area of their professional life through the use of ICT. Issues of
physical and epistemological access to ICT by the teachers, their learners and colleagues are of
particular importance. Narratives of all participants are collected and analysed to tease out the “story”
behind each intervention from different points of view. Teachers then present and reflect on their
experience in the ACE-ICT class. In this paper, we discuss the design phase, highlighting teachers'
ideas about the possible use of the mobile computer lab in their schools.
2. Context
2.1 Mobile computer labs and netbooks
In this paper we describe the design phase of a computer intervention at schools. We used a group of
netbooks to populate a mobile computer lab. A netbook is a 10inch lightweight laptop which has
similar functions and specification as those of a standard laptop. The size of the netbook makes it
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