We report on an enquiry into the use of the indigenous game of morabaraba in the mathematics class. It is believed that indigenous knowledge, in general, can be used to promote the teaching of mathematics in multicultural classes. This may well have contributed to the high failure rate amongst mathematics learners as well as the perceived difficulty of mathematics. This has contributed to the fact that many learners from disadvantaged backgrounds cannot see the connection between the education they receive at school and their everyday experiences. Findings obtained from this study are used as a base for designing and developing a mobile learning system for ICT training for teachers in Indonesia.įor many years, education in South Africa has been based mainly on western values. Interestingly, the knowledge and readiness for mobile learning of teachers who taught ICT subject was lower than teachers with mathematics, science, and other subjects. Financial and device issues were not obstacles for the teachers to participate in a mobile learning environment. The results show that teachers in Indonesia had positive perception of mobile learning and were looking forward to engage in mobile learning. This study conducted a survey with 308 high school teacher respondents. This research investigated the perception of teachers in Indonesia of mobile learning to ascertain their readiness to engage in mobile learning for training. Before designing and implementing a mobile learning system, it is important to ascertain the perception of future users towards mobile learning since their perception will influence their willingness and readiness to use the system.

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