Mobile-Learning Potential Effects on Teachers' Initial Professional Development in Cameroon: Curriculum Perspective
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
... itutions 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.