Abstract

The use of technology in the teaching and learning fraternity has improved the tasks for both the teacher and the student. Accuracies that can hardly be done by humanity can easily be done by artificial intelligences. This study explored the use of smartphones in the teaching and learning of Mathematics at secondary school level in Chegato Cluster in Mberengwa district, Zimbabwe. It cross-examined the perceptions of parents, learners, school-heads and teachers on the use smartphones in teaching of Mathematics in the cluster and also examined the possibilities of maximising the utility of smartphones in the classroom and beyond. The researchers collected data from 12 parents, 12 Mathematics teachers, 4 school heads and 40 learners using open-ended questionnaires and interviews. Qualitative data gathering and analysis techniques were utilized. Findings showed that teachers, school heads, learners and parents generally agreed that there are many benefits in using smartphones in the teaching and learning of Mathematics, for instance, computational speed and accuracy as well as variety of suitable applications availability. They however sited challenges that include lack of technological expertise of some teachers, expenses associated with smartphone use and abuse of the smart gadget by the learners. Teachers suggested precautions that can be used to increase the benefits, for instance, use of passwords and software blockers to undesired sites. The study therefore concluded that parents, learner and educators in Chegato have realised the benefit of smartphones despite the encountered challenges which can be mitigated. The study recommends that learners should be taught to be responsible, teachers should attend workshops to enhance their technological skills while the educators, parents, and the responsible authorities should be supportive by providing the necessary resources.

Keywords: Zimbabwe; "O" Level; Mathematics; Smartphones