The adoption of mobile-learning to support physically challenged learners with special educational needs: Case of Zimbabwe

SIBUSISIWE, DUBE (2015) The adoption of mobile-learning to support physically challenged learners with special educational needs: Case of Zimbabwe. In: Third International Conference on Advances in Computing, Electronics and Communication - ACEC 2015, 10-11 October, 2015, Zurich, Switzerland.

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Abstract

Education is a key investment in any nation as it plays a crucial role to sustainable human, economic, social and technological development of that nation. The right to education for all has been a long standing commitment for Zimbabwe and as such the Zimbabwe Education Act stipulates that all children have the right to the provision of education without discrimination in compliance with the Millennium Development Goals (MDG). On the contrast the situation in Zimbabwe shows that many children with physical disabilities are still segregated as regards education for very few neither have access to basic education nor reach the highest levels of education. This study investigated ways through which mobile technologies can be used as learner support services for learners with special educational needs due to physical disabilities. In this paper, disabled learners with special education needs refer to learners with physical and hearing impairments. This paper is timely since there is significant growth in the use of mobile technologies for a variety of purposes the world over. We find mobile technologies handy due to their affordances evident in existing literature such as the capability to afford learners with both cognitive and affective support to promote learning.

Item Type: Conference or Workshop Item (Paper)
Uncontrolled Keywords: mobile-learning, mobile technologies, mobile devices, special education needs learners, learning Management Systems, e-learning
Depositing User: Mr. John Steve
Date Deposited: 20 Apr 2019 11:36
Last Modified: 20 Apr 2019 11:36
URI: http://publications.theired.org/id/eprint/1417

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