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The dramatic growth in the use of mobile devices across different environments and fields has contributed significantly to mobile learning (mLearning). Students have benefitted through the multimedia features of mobiles and can utilize emerging technologies with their mobile devices for learning purposes. Despite the relevance of mobile learning in formal and informal learning environments, it seems to be less explored in Nigeria. Research has shown that teachers play a significant role in adopting any technology in the classroom, so it is essential to probe into preparedness related to the adoption in the classroom. The paper examines the preparedness of preservice and in-service teachers to use mobile devices in their classrooms using an online survey on mobile learning readiness and technology adoption stages. Quantitative data revealed that teachers are willing to adopt mLearning, and rate themselves above average on the technology adoption stage; however, a few factors like an unsupportive curriculum and lack of infrastructure are causing its setback. The research recommends that more awareness be raised to promote its adoption, create a supportive curriculum and provide the needed infrastructure in the classroom to support its use.

Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62.7% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions.

The development of technological solutions often consists of a small group of experts selecting the type of technology and how it is to be used, regardless of the culture of the user. This practice excludes practitioners from the decision-making process, and can lead to frustrations and an unsustainable community of practice. This paper addresses the problem of selecting and developing appropriate technologies to advance best practices through communities of practice for teachers in the lower grades in Namibia. Considering cultural norms and practices common to Namibians and applying it to a technological solution of a virtual forum, reduces the feeling of technology inadequacy and the desire to be part of a “meeting of the elders.” Consultative meetings with teachers in our sample group resulted in data on the technology use of lower primary school teachers. Results indicate that, even with an appropriate choice of a technological solution, coordination or leadership is essential for success. The cultural notion investigated in this paper is related to, and may be dependent upon, the headman/chief model of providing active leadership by continually pulling the “meetings” together, consistent with the cultural norms of participants. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including the emerging culture, learning and technology categories, the pitfalls of technology designing for mainstream use, and the effects of technology research in culturally diverse classroom.