Mobile-Learning Potential Effects on Teachers’ Initial Professional Development in Cameroon: Curriculum Perspective

Abstract

This study examines the relationship between mobile-learning and teachers’ initial professional development in Cameroon, more specifically the relationship between access to telephone resources and teachers’ professional development, use of multimedia telephone and teachers’ professional development, mobile-learning environment and teachers’ professional development.The incessant penetration of mobile phones in schools, and the need for a teaching strategy that can help institutions address their learning problems motivated the researcher to carry out this study. In order to proceed, three hypotheses were formulated to guide the study. A survey of two hundred (200) student-teachers drawn from three (3) primary government teacher training colleges and three higher teacher training colleges was carried out. Data were collected using a questionnaire. Pearson correlation coefficient, t-test and mediated regression were used to analyse the research hypotheses. Findings revealed that m-learning has a significant influence on teachers’ initial professional development. Results further suggest that attitude towards learning with a multimedia telephone has a direct impact on teachers’ professional development. Based on these findings, recommendations are made to teacher education institutions and education stake-holders to develop a positive attitude towards m-learning, redefined their interaction strategies, above all, adopt teaching and learning strategies that are innovative, dynamic and multidimensional.

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Len-Kibinkiri, E. (2014) Mobile-Learning Potential Effects on Teachers’ Initial Professional Development in Cameroon: Curriculum Perspective. Creative Education, 5, 1170-1180. doi: 10.4236/ce.2014.513132.

Conflicts of Interest

The authors declare no conflicts of interest.

References

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