Mobile Devices as an Instructional Tool to Promote Teachers’ Metacognition: Insights from Pakistani Teachers

The use of mobile phones as an instructional tool by teachers is not yet widespread, and there is a need to enhance the literature on how this experience affects their metacognition. While existing literature focuses on students' experiences, little is known about the experiences of teachers. This qualitative study utilized an interpretative phenomenological analysis approach to examine the experiences of primary and secondary school teachers in Karachi, Pakistan, who used mobile devices for teaching online during the COVID-19 pandemic for at least 12 weeks. Nine participants were interviewed to collect data, and two themes emerged from the research: "Employed Metacognition to Teach" and "Enhancing Professional Development through Metacognitive Awareness with Mobile Devices." The findings indicate that teachers used metacognition while teaching with mobile devices. Since it was their first time using these devices for teaching, they had to employ metacognition to choose effective teaching strategies, keep students engaged, and evaluate their understanding. Teachers gained insights into their strengths and weaknesses, improving self-assessments. They engaged in reflective practices, pinpointing areas where strategy changes were needed to enhance future teaching. The study also found that mobile devices promoted social metacognition by fostering collaboration and communication among colleagues.