The Perceptions of Teachers, Parents and Students on the Effects of Mobile Phone Use on Student Learning in Tanzania

The use of mobile phones enables learners to interact with vast resource materials to facilitate learning. Yet in Tanzania, mobile phones are strictly prohibited in many schools. This study examined parents’, teachers’ and students’ perceptions of the effects of students’ access to mobile phones on students learning performance. It was conducted in four selected secondary schools in Dodoma municipality. Both qualitative and quantitative research methods were employed as data were collected from 280 respondents through questionnaire, interview schedule and documentary review. Cross-tabulation and Chi-square tests were among data analysis techniques employed in the understanding of different perceptions of respondents. The findings show that, parents and teachers agree that students with mobile phones perform poorly and misbehave more often than students without mobile phones. Also, in order to have value-based control system for appropriate use of mobile phones, providing proper education on mobile phone use and re-introducing censorship board to control the quality of contents on websites are recommended. Keywords: mobile phone use in school, effects of mobile phone use on academic performance, school mobile phone use policy in Tanzania

Teaching in the Age of Covid-19—The New Normal

This collection, titled ‘Teaching in the Age of Covid-19—The New Normal’, is a collection of short testimonies and workspace photographs submitted in the first half of 2022. In numbers, the collection consists of 67 textual testimonies and 65 workspace photographs submitted by 69 authors from 19 countries: USA (13), New Zealand (8), India (7), Sweden (6), UK (6), Australia (5), Denmark (4), Canada (3), China (2), Croatia (2), Finland (2), Ireland (2), Nigeria (2), Tanzania (2), Brazil (1), Germany (1), Latvia (1), Spain (1) and South Africa (1). Some contributors have submitted unchanged biographies; others have experienced various life changes and sent us updates. Some contributors have told us that their workspaces have remained the same; others submitted images of their new or upgraded workspaces

Teaching in the Age of Covid-19:The New Normal

On 17 March 2020, Postdigital Science and Education launched a call for testimonies about teaching and learning during very frst Covid-19 lockdowns. The resulting article, ‘Teaching in the Age of Covid-19’ (attached), presents 81 written testimonies and 80 workspace photographs submitted by 84 authors from 19 countries. On 17 March 2021, Postdigital Science and Education launched a call for a sequel article of testimonies about teaching and learning during very first Covid-19 lockdowns. The resulting article, ‘Teaching in the Age of Covid-19—1 Year Later’(attached), consists of 74 textual testimonies and 76 workspace photographs submitted by 77 authors from 20 countries.These two articles have been downloaded almost 100,000 times and have been cited more than 100 times. This shows their value as historical documents. Recent analyses, such as ‘Teaching in the Age of Covid-19—A Longitudinal Study ’(attached), also indicate their strong potential for educational research. As the Covid-19 pandemic seems to wind down, pandemic experiences have entered the mainstream. They shape all educational research of today and arguably do not require special treatment. Yet, our unique series of pandemic testimonies provides a unique opportunity to longitudinally trace what happens to the same people over the years—and this opportunity should not be missed. Today, we launch a call for fnal sequel: Teaching in the Age of Covid-19—The New Normal. In this sequel, we would like to hear about ways in which you—contributors to the previous articles—have established your own new normal. We hope that this will be the last iteration in this series of testimony articles. Unless the world faces another strong pandemic outburst, we would like to end the series with this last article

Teaching in the age of Covid-19—1 year later

This is an accepted manuscript of an article published by Springer in Postdigital Science and Education on 10/08/2021, available online: https://doi.org/10.1007/s42438-021-00243-7 The accepted version of the publication may differ from the final published version.Published onlin

Teaching in the Age of Covid-19

This is an accepted manuscript of an article published by Springer in Postdigital Science and Education on 07/08/2020. The published version of record can be accessed at https://doi.org/10.1007/s42438-020-00169-6. The accepted version of the publication may differ from the final published version