The essay investigates how the e-reader changes the conditions for teaching in a developmentsetting. By applying the theory designs for learning different aspects of the teaching practiceare analyzed. Suzy Peacock Memorial Secondary School in Eldoret, Kenya was used for thecollection of data. The results and the discussion show that while the teachers benefitted to agreat extent from the e-readers while planning their work they did not use them to a greatextent together with their students. Neither did the e-readers change how the teacherscommunicated knowledge nor their idea of what they wanted students to learn. In order forthe e-readers to be implemented in the teaching and for the teachers to use the e-readerstogether with their students more, it is argued that teachers would benefit to a great extentfrom teacher training.

The pace of technological advancement and growth in the twenty-first century continues to soar at unprecedented levels and beyond human imagination. As the fourth industrial revolution unfolds, it has become increasingly difficult to predict the direction technological innovation will take in the not too distant future. Digital technologies have become an integral part of every aspect of human existence (work, play, schooling and personal relationships). The purpose of this study was to explore the various ways mobile technological gadgets like cell phones, tablets and laptops could be leveraged to promote a culture of leisure reading amongst a group of Zimbabwean adolescent learners. Data was collected using the literacy practices interview, mobile reading diaries, focus group interviews and the researcher’s personal field notes. Theoretically, the study was guided primarily by Urie Bronfenbrenner's Bioecological systems theory. Also, the study was supported by Guthrie and Wigfield's reader engagement model and Turner and Hicks' connected reader model. The empirical data collected through the data collection instruments were analysed inductively. The findings revealed that adolescent learners are a digital generation whose reading needs are ever growing and expectations are ever changing. The adolescent participants expect their reading to be like the rest of their digital lives, which is quick, uninterrupted, personalised and smart. It was found that the adolescent participants like to read on their terms, as they dislike being told when to read or what to read. Three reader identities were revealed namely; the eager reader, the ‘fifty fifty’ reader and the non-reader. The adolescent participants who were not already mobile readers readily accepted and adopted mobile reading as it afforded them vast reading opportunities. Besides, the findings of the study revealed that participants encountered many challenges, which in some instances militated against their mobile reading endeavours. These challenges were because of mobile phone use restrictions in schools, prohibitive data costs, a strong emphasis on academic reading as opposed to leisure reading and internet connectivity problems amongst other issues. In this study, the recommendations and guidelines outlined provide a framework with which schools, parents, mobile reading application developers and policymakers can adopt to support a robust mobile reading culture amongst Zimbabwean adolescent learners. The researcher concluded that mobile reading devices are a novel, noble and credible means through which they can foster positive leisure literacy practices amongst Zimbabwean adolescents. / Language Education, Arts and Culture / Ph. D. (Curriculum and Instructional Studies)