limited or no internet access (Aladejana, 2007; Traxler, 2006; and Jegede, 2005).

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1 Mobile Phones in Higher Education Institutions: A Case Study of a Nigerian University By Introduction Francisca Aladejana, PhD Institute of Education Faculty of Education Obafemi Awolowo University Ile-Ife, Nigeria - faladeja@oauife.edu.ng, faladeja@yahoo.com Mobile phones became popular in Nigeria since 2002 and since then the rate of growth of access has been fast. This huge growth is also recorded in many other African countries (Hendrikz, 2006). The use of mobile phones can enhance social economic and political growth as it enhances communication, which is the heart of any society. Communication with others allows the sharing of knowledge, goods and to express reflection and emotion (Abulkhirat, 2007). Mobile phone is one of the major forms of ICT in use, and integration of ICT generally into education can lower the cost of education, augment quality and provide a model for sharing ideas, experiences and knowledge of teachers and students. It has been found that given the right conditions mobile technologies can significantly enhance teacher professional learning and practice (Sankale, 2007). Various researches have identified the importance of ICT in education. It has been found that ICT can promote students intellectual qualities through higher order thinking, problem solving, improved communication skills and deep understanding of the learning tool and the concepts to be taught (Aladejana and Idowu, 2006; Sutton, 2006; Trinidad et. al., 2001 and Hawkins, 2002). Reviews of the use of mobile technologies point to a range of current and potential development for learning in classrooms, homes and the community. Other advantages of mobile technology include that it is flexible in that it is available at all times and anywhere. SMS or text messages are relatively cheap and can be used to convey a lot of information. Presently, there are about eight mobile networks in Nigeria and most parts of the country have one form of mobile network access or another. Various barriers to ICT use in Africa schools have been identified to include: poor infrastructure; epileptic power supply; lack of electricity; lack of trained personnel; poverty; inadequate funding and limited or no internet access (Aladejana, 2007; Traxler, 2006; and Jegede, 2005). 1

2 According to Matengu (2007), one of the challenges of African schools is the question of how to solve the barriers to the adoption of ICT. However, use of mobile technology in schools does not have most of the identified barriers to use in these schools. According to Traxler (2006), mobile technology has considerable pedagogic potential in that many of the obvious technical limitations are being overcome by it. In spite of this, the present situation seems to be that mobile phones are not really involved in teaching and learning. Also not much emphasis has been given to research in this aspect in Nigeria. Generally, teaching still retains the old conservative approach of teachers acting as repertoire of knowledge and students the dominant recipient. There is the need to take teachers and students beyond this approach. According to Hendrikz (2006), the mobile phone is in all countries in Africa by far more available and accessible than any other ICT, hence he made the case for research on the role of mobile phones in teaching and learning. It is therefore an appropriate technology for exploiting the possibilities for leaner support. Objectives The specific objectives of the study are therefore to: 1. determine if students have access to mobile technology 2. assess if students actually own personal mobile phones 3. identify the various ways in which students use mobile phones 4. investigate whether or not students are aware of the potentials of mobile technology for learning Theoretical Framework The study is predicated on the wider context of the emerging theory, practice and evaluation of the use of mobile technologies for improving teaching and learning (Leach 2005, Kukulska Hulme and Traxler 2005, and Huffaker, 2003). Methodology The research design is descriptive survey. A 10-item questionnaire designed to assess the parameters for investigation was administered on 413 undergraduates of Obafemi Awolowo University, Ile-Ife selected by stratified random sampling using the criteria of course/faculty of student. The face validity of the items was determined by two experts in ICT in Education and the reliability was found to be 0.92 An enumeration of the number of calls centres/points 2

3 available in the students residential and academic areas was also done. Data collected was analysed using descriptive statistics. Results and Discussion The results showed that all the students (100%) have access to the use of mobile phones. This is because call centers are available in every part of the students academic and residential areas. There are about 50 call centers, each of which operates at least two networks (Glo/MTN/CELTEL/OduaNet) in these areas making it possible for students to use mobile phones easily. An analysis of cost also reveals that a call to any part of the country with any of the networks costs twenty naira (N20) per minute (equivalent of about 0.16 of USD). This is relatively affordable for most students to use. Students can also receive calls at these centers for half of this call price, making mobile phones available to students at all times and everywhere on campus. Data collected revealed that 98.78% of the students have their own personal mobile phones. This has further established the fact that mobile phones are far more available and accessible that other forms of ICT. In University of Pretoria, South Africa, Hendrikz (2006) found that more than 90% of the students have mobile phones as opposed to less than 1.5% who have Internet access. An analysis of the various ways in which students use mobile phone showed that they use it to: 1. contact parents, relatives and loved ones 98.78% 2. receive money from home in form of recharge cards 84.75% 3. browse, check and send % 4. contact other students by text/sms about assignments, tutorials and other class work 55.69% 5. liaise with lecturers/ project supervisors 29.06% It is apparent from these responses that most students make good use of their mobile phones by using it to contact parents, relatives and loved ones. This reduces considerably the time students spend out of school and gives them more time to devote to their studies. The use of the sale of recharge cards sent as pin numbers through mobile phones has provided a good avenue for students to receive money from parents, guardians and so on. Many students 3

4 agreed that with mobile phones, it has become easier to contact course mates for assignments and to link up for tutorials. It is also relatively easier to get information across to classmates. A few of the students can also liaise with the lecturers and project supervisors through mobile phones. The advantage is that time is saved in looking for these teachers. It was found that very few of the students can browse, check and send using the mobile phones. This may not be unconnected with the poverty issue, which limits most of the students from buying more expensive phones that can be used for browsing. Most of the cheap models cannot be used to access the web. On the investigation of whether or not students are aware of other potentials of the use of mobile phones for learning, the results showed the following percentage responses as shown in Table 1. Table 1: Percentage Response on Potentials of Mobile Technology for Learning S/N ITEM YES % NO % Mobile phones can be used for learning in the following ways: 1. Sending and receiving text messages/sms about class work. 2. Recording audio messages in the classroom 3. T a k i n g photographs of d i a g r a m s, e xp e r i me nt s, projects etc 4. Recording short videos of l e c t u r e s, projects and o t h e r e d u c a t i o n a l materials

5 5. Use of r e m o v a b l e storage card to k e e p i n f o r m a t i o n about school work Most of the students that recognize mobile phones as devices that can be used for learning use it in sending text messages about class work. Only 12.59% know that it can be used to take photographs pertaining to learning; 11.38% to record short videos, 4.84% to record audio messages and 1.94% that it can be used with removable storage cards. The implication of this is that although students have good access to mobile technology, most of them do not perceive it as a tool for learning. Conclusion Students in the Nigerian university have good access to mobile technology with at least four networks available for access on the campus under study. The cost is relatively inexpensive compared with most other forms of ICT. All the students have their own personal mobile phones. Many of these students use their phones in various ways, which are quite useful to their personal lives and their academics. However, the use for learning is still very low, as most students seem not to know how they can use mobile technology for learning purposes. Based on these findings, it is recommended that there should be an orientation programme to assist students to derive maximum benefits from the use of mobile technology for learning. The teachers have considerable roles to play in this enlightenment process. There is need to reduce the level of poverty by government to enhance students purchasing power to buy appropriate mobile phones that will be more useful in learning. References Abulkhirat, E.M. (2007). ICTool for African Youth Empowerment. In Conference Proceedings, 2 nd International Conference on ICT for Development, Education and Training, Nairobi, Kenya, ICWE GmbH, p.1 Aladejana, F.O., and Idowu, L. (2006). ICT in Teaching and Learning: The Obafemi Awolowo University, Ile-Ife Experience. Conference Proceedings, 1 st International Conference on ICT for Development, Education and Training, Berlin, Germany ICWE, GmbH, p

6 Aladejana, F. (2007). The Implications of ICT and NKS for Science Teaching: Whither Nigeria. Complex Systems, Vol. 17 Nos 1 and 2 p Hawkins, R.J. (2002). Ten Lessons for ICT and Education in the Developing World. Online Hendrikz, J. (2006). Mobile Phone Technology as an Instrument for student support in Africa. In Conference Proceedings, 1st International Conference on ICT for Development, Education and Training, Berlin, Germany ICWE, GmbH, p Huffaker, D. (2003) Reconnecting the classroom; E-learning Pedagogy in US Public High Schools. Australian Journal of Educational Technology, Vol. 19 (3) Jegede P.O. (2005). A Study of Teacher Educators Behaviour towards ICT in South Western Nigeria. Unpublished PhD Dissertation, Obafemi Awolowo University, Ile-Ife. Kukulska-Hulme, A. and Traxler, J. (2005). Mobile Learning: A Handbook for Educators and Trainers. Routledge London p28. Leach, J. (2005). Do ICT s enhance Teaching and Learning in South Africa and Egypt? Id 21 Research Highlight. Matengu, K. (2007). What are the Barriers to ICT Adoption in Schools. In Conference Proceedings, 1 st International Conference on ICT for Development, Education and Training, Berlin, Germany ICWE, GmbH, p.185. Sankale, J. (2007).in the Palm of your Hand: Supporting Rural Teacher Professional Development and Practice through the use of Mobile Phones. In Conference Proceedings, 1 st International Conference on ICT for Development, Education and Training, Berlin, Germany ICWE, GmbH, p.58. Sutton, B.B. (2006). Pedagogy and Curriculum. Center for Media in Community. Online Traxler, J. (2006). Just-in-Time, Already in Place: Reviewing the Affordances of Mobile Technologies and Handheld Devices for elearning in Africa. In Conference Proceedings, 1st International Conference on ICT for Development, Education and Training, Berlin, Germany ICWE, GmbH, p Trinidad, S., MacNish, J., Aldridge, J. and B. Fraser (2001). Integrating ICT into the Learning Environment at Sevennoaks Senior College. Paper AID

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