Mobile Science Learning in Early Childhood: A Tale of Preservice Teachers in Lesotho and South Africa

• In Event: Teachers, Pedagogy, and Professional Practice in the Age of ICT

Proposal

Introduction
The inclusion of science in early childhood education (ECE) is critical for laying the foundations of lifelong learning, problem-solving, and inquiry skills. During the formative years, children begin to develop habits of curiosity, observation, and experimentation that influence their later engagement with science and other disciplines. In South Africa, the Curriculum and Assessment Policy Statement (CAPS) emphasises exposing young learners to scientific concepts in ways that are both developmentally appropriate and engaging. Similarly, in Lesotho, early exposure to science is increasingly recognised as essential for building cognitive, social, and exploratory skills in young learners. Previous studies suggest that while many preservice teachers express enthusiasm for technology, they often lack structured guidance on how to embed it within pedagogy and content knowledge, particularly in early childhood science contexts.
The present study undertakes a comparative exploration of preservice teachers in Lesotho and South Africa, focusing on their perceptions and practices in integrating mobile technologies into early childhood science learning. By examining similarities and differences across these contexts, the study contributes to wider debates on teacher preparation, digital inclusion, and science pedagogy in Southern Africa.

Theoretical Framework
The study was guided by the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006). TPACK posits that effective teaching with technology arises from the dynamic interplay among teachers’ knowledge of content (CK), pedagogy (PK), and technology (TK). The TPACK framework provided a structured lens for analysing how preservice teachers negotiated these domains. It also helped identify gaps that inhibited seamless integration, particularly at the intersections of pedagogy and technology (TPK) where many novice teachers struggle.

Research Questions
The study was guided by the following research questions:
1. How do preservice teachers perceive and practice the integration of mobile technologies into early childhood science learning, and
2. What similarities and differences emerge in their perceptions, and practices across the two contexts?
Methodology
A qualitative case study design was adopted to enable an in-depth exploration of preservice teachers’ perceptions and practices within their natural teaching contexts. The study involved 20 purposively selected participants, all enrolled in Bachelor of Education (ECE) programmes and completing their teaching practicum in early childhood classrooms—settings where opportunities to integrate mobile technologies into science lessons could naturally arise. Ten participants were drawn from each country and its selected higher education institution.
Data were collected through semi-structured interviews and focus group discussions. Twenty individual interviews explored the extent to which participants employed mobile devices in science activities, their perceptions of the benefits for children’s learning, and the challenges they encountered. Four focus groups (two in each country) were subsequently conducted to enable collective reflection and deepen insights emerging from the interviews.
Data were analysed using thematic analysis. This involved familiarisation, coding, categorisation, and theme development. Codes were both inductively generated from participants’ narratives and deductively aligned with TPACK dimensions. This dual approach ensured that the analysis captured not only pre-defined constructs of technological, pedagogical, and content knowledge but also emergent insights beyond the framework. To enhance trustworthiness, iterative coding was used, and themes were refined through constant comparison across data sources.

Findings
Recognition of Potential
Most preservice teachers in both Lesotho and South Africa expressed positive attitudes toward mobile technologies. Participants highlighted how devices supported interactive demonstrations, enabled learners to document observations through photographs or voice recordings, and enhanced experiential and inquiry-driven approaches. Focus group discussions further revealed that preservice teachers often collaborated with peers to brainstorm strategies for integrating apps or digital resources into early science lessons.
Disconnection with Child-Centred Pedagogy
Despite their enthusiasm, many participants struggled to link mobile technology use with developmentally appropriate, child-centred pedagogy. South African preservice teachers emphasised alignment with CAPS and developmental appropriateness, while their counterparts in Lesotho emphasised the novelty and accessibility of mobile technologies in rural settings. However, in practice, activities often involved showing pre-prepared digital content rather than allowing children to interact directly with devices or co-construct knowledge. This reflected limited integration of pedagogy and technology (TPK) in their teaching.
Contextual and Structural Barriers
A recurring theme was the constraint posed by limited access to devices and connectivity. In both contexts, preservice teachers felt mobile technologies prepared learners for future digital environments, but in rural practicum schools, devices were scarce and internet access unreliable. In Lesotho, teachers often relied on their personal phones to take photos or videos of children’s experiments (e.g., floating and sinking objects) for reflection and sharing. Participants described difficulties in projecting content for large groups and reported that systemic inequities often forced them to improvise or abandon planned digital activities.
Comparative Insights
Across both countries, preservice teachers demonstrated enthusiasm but lacked confidence and formal preparation for integrating mobile technologies effectively. The differences lay in the policy and infrastructural contexts. South African participants reported more access to structured digital resources aligned with CAPS, but also stricter restrictions due to school policies on device use. By contrast, preservice teachers in Lesotho displayed greater flexibility and creativity in using personal devices but faced more severe infrastructural limitations. Focus groups indicated that South African participants framed mobile technology use in terms of curriculum compliance, while Lesotho participants framed it in terms of practical improvisation and “making do” with limited resources.
Discussion and Contribution
The findings underscore the transformative potential of mobile technologies in early science education, but also reveal that preservice teachers’ practices remain tentative, fragmented, and heavily shaped by contextual realities. The TPACK framework was particularly useful in diagnosing where integration faltered—most notably at the intersection of pedagogy and technology.
The study resonates with broader scholarship on the digital divide, showing that meaningful integration requires more than access to devices. It depends on pedagogical intentionality, supportive environments, and sustained professional learning. For teacher education, the study suggests embedding more authentic, practice-based training on digital pedagogy to ensure preservice teachers graduate with the confidence and skills to integrate mobile technologies into diverse ECE contexts.

Authors

• Thuthukile Jita, University of the Free State

• Currell Jita, University of the Free State