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