International Journal of Science and Research (IJSR) ISSN (Online): 2319-7064 Index Copernicus Value (2015): 78.96 | Impact Factor (2015): 6.391 Volume 6 Issue 8, August 2017 www.ijsr.net Licensed Under Creative Commons Attribution CC BY A Preliminary Framework for the Adoption of Mobile Learning Technology in Namibian High Schools: A Case of the Erongo Region Osakwe Jude Odiakaosa 1 , Nomusa Dlodlo 2 , Norbert Jere 3 1, 2, 3 Department of Informatics, Namibia University of Science and Technology Abstract: The popularity and acceptance of mobile devices is growing. It has reached a stage where various models and frameworks are now being developed to guide its adoption and implementation in the educational sector. This paper focuses on thedevelopment of a preliminary mobile learning framework for Namibian High Schools. The usage patterns of mobile devices were analyzed and a preliminary framework was developed to guide thedevelopment of a sustainable educational framework for mobile learning in Namibian high schools. Keywords: Framework, Mobile Learning, ICT, Models, Mobile devices 1. Introduction ICT is one of the innovative potentials required to improve effective and meaningful interaction and collaboration between teachers and learners in high schools. It is a powerful tool that can facilitate easy teaching and learning. ICT, as a pedagogical tool, can improve the quality of high school student’s education and support teachers’ work within and outside the classroom. It is worthy of note that the application of ICT in high schools will aid effective teaching and learning and the acquisition of necessary skills that will facilitate learners academic progress, enhancement and growth of the nation socially and economically. The application of ICTs in the form of mobile learning is already playing a great role in the transformation of teaching and learning processes. Many educational and socio- economic benefits can be derived from the adoption of mobile leaning in education, particularly in high schools. These include enhanced access to information; better communication through electronic media; facilitation of collaboration. It will also enhance pedagogy through virtual learning and other potentially innovative electronic means. Teachers and learners will have the novelty of choosing more suitable applications which are flexible in time, in place, personalized, reusable and more cost-efficient (Fisser, 2011; Pelliccione, 2013). Furthermore, mobile technologies have significant interconnection potentialitiestogether with portability, Internet connectivity, and strong computing power (Hsu & Ching, 2013).Together, these innovativeness allow mobile technologies to create great prospects for flexibilityand everywhere and anywhere learning (Hwang, Tsai, & Yang, 2008; Looi & Toh, 2014). There is presently, an upsurge in the educational use of mobile devices/technologies (Rushby,2012) and significant increase in mobile learning research (Kukulska-Hulme & Traxler,2007). Coupled with the increasing volume of studies, efforts have been made to develop models and frameworks that will guide the use of mobile learning in the education sector (e.g.,Barker et al., 2005; Laurillard 2002;Park, 2011;Koole, 2006, 2009; Ng and Nicholas,2012; Vavoula & Sharples, 2009).These frameworks delineate the conceptual relationships among components andhypotheses based on analysis of empiricalevidence. In their research, Hsu, Ching, and Snelson (2014) reported some areas of research inmobile learning that should receive attention and have high priority in the next five years, basedon the consensus of a panel of international experts of mobile learning. These experts indicatedthat while there are increasing models and frameworks in mobile learning, more research effortis needed because conceptual and theoretical guidance can help support design and research inmobile learning. In as much as there are varieties of mobile learning frameworks guiding different learning experiences,none has been developed to guide the adoption of mobile learning in Namibian High Schools. The purpose of this current paper is to develop a preliminary framework to will act as a guide towards developing a sustainable framework for the adoption of mobile learning in Namibian High schools. 2. Methodology Descriptive survey design was adopted for this study and questionnaires were used to obtain relevant information from respondents to describe the existence conditions and other phenomena. According to O’Leary (2010) information about peoples lifestyles, attitudes, beliefs, behaviours and feeling can be collected through the use of questionnaire. This design was found most suitable for this study due to the fact that the study got information from the respondents relative to their attitudes and behaviour. The survey instrument was modified so as to make the questions suitable to the context of mobile learning and the participating population. For instance the words “mobile learning” replaces the word “system”. The sample of the study is participants from three (3) high schools in Erongo region. A sample of high school teachers and learners was drawn from the 3 schools. The students were selected primarily from grades (11) and twelve (12). Forty (40) learners were randomly drawn from each school giving a total of one hundred and twenty (120) learners from the high Paper ID: ART20173962 DOI: 10.21275/ART20173962 1842