Characteristics of mobile smartphone applications for teacher professional development: an A2IT2 model perspective
DOI:
https://doi.org/10.55056/etq.1161Keywords:
teacher professional development, mobile applications, A2IT2 model, mobile learningAbstract
This study explored the potential of mobile smartphone applications to improve teacher professional development (TPD) in rural Tanzanian primary schools, using the A2IT2 model as a guiding framework. A mixed-methods approach was adopted, involving 130 teachers and key educational stakeholders, to examine teachers' demographic characteristics, mobile phone usage, pre-intervention knowledge, skills, attitudes, and perceptions of mobile applications. The findings showed that although most teachers regularly use mobile phones, engagement with educational applications remains limited, emphasising the need for targeted training and awareness. Pre-intervention assessments indicated low levels of knowledge and skills but moderately positive attitudes, with attitudes identified as the strongest predictor of perceptions. Teachers highlighted the importance of accessibility, content relevance, interactivity, collaboration, usability, and bilingual support for effective adoption. Stakeholder insights reinforced the necessity for context-sensitive, locally relevant design. The study concludes that mobile applications that incorporate pedagogically aligned content, interactive features, and user-centred design, and are supported by technical and attitudinal interventions, can enhance teacher engagement, professional growth, and classroom practice in resource-constrained settings.
Downloads
References
Ajzen, I., 2011. The theory of planned behaviour: Reactions and reflections. Psychology & Health, 26(9), pp.1113–1127. Available from: https://doi.org/10.1080/08870446.2011.613995.
Al Bataineh, K.B., Banikalef, A.A.A. and Albashtawi, A.H., 2019. The Effect of Blended Learning on EFL Students’ Grammar Performance and Attitudes: An Investigation of Moodle. Available from: https://doi.org/10.2139/ssrn.3367595.
Alhassan, I., Asiamah, N., Opuni, F.F. and Alhassan, A., 2023. The Likert Scale: Exploring the Unknowns and Their Potential to Mislead the World. UDS International Journal of Development, 9(2), p.867–880. Available from: https://udsijd.org/index.php/udsijd/article/view/586.
Althubyani, A.R., 2024. Digital Competence of Teachers and the Factors Affecting Their Competence Level: A Nationwide Mixed-Methods Study. Sustainability, 16(7), p.2796. Available from: https://doi.org/10.3390/su16072796.
Araújo, T. and Casais, B., 2020. Customer Acceptance of Shopping-Assistant Chatbots. In: Á. Rocha, J.L. Reis, M.K. Peter and Z. Bogdanović, eds. Marketing and Smart Technologies. Singapore: Springer Singapore, Smart Innovation, Systems and Technologies, vol. 167, pp.278–287. Available from: https://doi.org/10.1007/978-981-15-1564-4_26.
Carlsson, S. and Willermark, S., 2023. Forbidden and necessary: making sense of smartphones in vocational teaching. Journal of Workplace Learning, 36(3), pp.239–251. Available from: https://doi.org/10.1108/JWL-03-2023-0040.
Chachage, K. and Thakrar, J., 2023. Teacher Continuous Professional Development in Tanzania: Lessons Learned. EdTech Hub. Available from: https://doi.org/10.53832/edtechhub.0157.
Cho, J.Y., Li, Y., Krasny, M.E., Russ, A. and Kizilcec, R.F., 2021. Online Learning and Social Norms: Evidence from a Cross-Cultural Field Experiment in a Course for a Cause. Computer-Based Learning in Context, 3(1), pp.18–36. https://learninganalytics.upenn.edu/CBLC/issue-3-1/article-3-1-2.html, Available from: https://doi.org/10.5281/zenodo.4781808.
Chomunorwa, S. and Mugobo, V.V., 2023. Challenges of e-learning adoption in South African public schools: Learners’ perspectives. Journal of Education and E-Learning Research, 10(1), pp.80–85. Available from: https://doi.org/10.20448/jeelr.v10i1.4423.
Creswell, J.W. and Plano Clark, V.L., 2018. Designing and Conducting Mixed Methods Research. 3rd ed. Thousand Oaks, CA: SAGE Publications.
Dahri, N.A., Al-Rahmi, W.M., Almogren, A.S., Yahaya, N., Vighio, M.S. and Al-Maatuok, Q., 2023. Mobile-Based Training and Certification Framework for Teachers’ Professional Development. Sustainability, 15(7), p.5839. Available from: https://doi.org/10.3390/su15075839.
Davis, F.D., 1989. Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. Management Information Systems Quarterly, 13(3), pp.319–340. Available from: https://doi.org/10.2307/249008.
Davis, F.D., 1993. User acceptance of information technology: system characteristics, user perceptions and behavioral impacts. International Journal of Man-Machine Studies, 38(3), pp.475–487. Available from: https://doi.org/10.1006/imms.1993.1022.
Gangmei, N. and Thomas, K.A., 2025. Teachers’ Technology Proficiency for Quality Learning and Teaching—A Scoping Review. International Journal of Educational Reform. Available from: https://doi.org/10.1177/10567879251316213.
Gil-Flores, J., Rodríguez-Santero, J. and Villate, C. Ortiz-de, 2024. Teaching practices and organisational aspects associated with the use of ICT. Large-scale Assessments in Education, 12(1), p.26. Available from: https://doi.org/10.1186/s40536-024-00215-w.
Hennessy, S., D’Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M. and Zubairi, A., 2022. Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review. Computers and Education Open, 3, p.100080. Available from: https://doi.org/10.1016/j.caeo.2022.100080.
Jafari Amineh, R. and Davatgari Asl, H., 2015. Review of Constructivism and Social Constructivism. Journal of Social Sciences, Literature and Languages, 1(1), pp.9–16. Available from: https://web.archive.org/web/20160221232247/https://www.blue-ap.org/j/List/4/iss/volume%201%20(2015)/issue%2001/2.pdf.
Kabasiita, J., Kagambe, E., Kasiita, T., Kisembo, M., Namubiru, A. and Namutebi, E., 2024. The Mediating Role of Teacher Training and Learner Orientation in ICT Integration for Competence-Based Curriculum Implementation in Kyaka II Refugee Settlement. East African Journal of Information Technology, 7(1), pp.173–187. Available from: https://doi.org/10.37284/eajit.7.1.2056.
Kibirige, I., 2023. Primary Teachers’ Challenges in Implementing ICT in Science, Technology, Engineering, and Mathematics (STEM) in the Post-Pandemic Era in Uganda. Education Sciences, 13(4), p.382. Available from: https://doi.org/10.3390/educsci13040382.
Kondoro, A., Maro, S., Mtebe, J., Haßler, B. and Proctor, J., 2023. Usability Testing of a Mobile-based Learning Management System for Teacher Continuous Professional Development in Tanzania. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 19(2), pp.75–92. Available from: http://ijedict.dec.uwi.edu/include/getdoc.php?id=9983&article=3167&mode=pdf.
Lew, S.L. and Krishnasamy, S., 2023. Information Technology Capability (ITC) Framework to Improve Learning Experience and Academic Achievement of Mathematics in Malaysia. Electronic Journal of E-Learning, 21(1), pp.36–51. Available from: https://doi.org/10.34190/ejel.21.1.2169.
Lohr, A., Sailer, M., Stadler, M. and Fischer, F., 2024. Digital learning in schools: Which skills do teachers need, and who should bring their own devices? Teaching and Teacher Education, 152, p.104788. Available from: https://doi.org/10.1016/j.tate.2024.104788.
Lubniewski, K.L. and McArthur, C.L., 2018. Evaluating Instructional Apps Using the App Checklist for Educators (ACE). International Electronic Journal of Elementary Education, 10(3), pp.323–329. Available from: https://doi.org/10.26822/iejee.2018336190.
Ma, Q. and Liu, L., 2004. The Technology Acceptance Model: A Meta-Analysis of Empirical Findings. Journal of Organizational and End User Computing, 16(1), pp.59–72. Available from: https://doi.org/10.4018/joeuc.2004010104.
Mfaume, H., 2022. Mobile Pedagogical Technologies and Teachers’ Professional Ethics in Tanzania: An Inquiry into the Use and Abuse of Mobile Phones by Teachers in Secondary Schools. Journal of Learning for Development, 9(2), pp.176–189. Available from: https://doi.org/10.56059/jl4d.v9i2.610.
Mfaume, H. and Bilinga, M., 2024. Promoting Cyber Ethics Compliance among Teachers in Tanzania: What should be done? Journal of Learning for Development, 11(3), pp.540–552. Available from: https://doi.org/10.56059/jl4d.v11i3.980.
Mushimiyimana, J.B., Nzabalirwa, W., Ndayambaje, I. and Lazareva, A., 2025. ICT Integration in Rwandan Education: A Scoping Review of Opportunities and Challenges. African Journal of Empirical Research, 6(1), pp.225–234. Available from: https://doi.org/10.51867/ajernet.6.1.21.
Ngeze, L.V., 2019. Developing a Model for Effective Cascaded School Teacher Training on ICT Integration in Tanzania. ICCE 2019: The 27th International Conference on Computers in Education. Kenting, Taiwan. Available from: https://doi.org/10.58459/icce.2019.844.
Nkambule, B.I. and Ngubane, S.A., 2024. Educators’ experiences of using mobile learning as a professional development and knowledge retention tool during the Covid-19 pandemic. International Journal of Research in Business and Social Science, 13(6), pp.270–281. Available from: https://doi.org/10.20525/ijrbs.v13i6.3140.
Owusu-Agyeman, Y., 2024. How lifelong learning shapes the professional development of staff in higher education institutions. Quality Education for All, 1(2), pp.134–150. Available from: https://doi.org/10.1108/QEA-01-2024-0013.
Pham, K.T., Do, L.H.T., Dinh, H.V.T., Nguyen, Q.A.T., Phan, Q.N. and Ha, X.V., 2024. Professional development of primary school teachers in Vietnamese educational reform context: an analysis from a sociocultural perspective. Education 3-13, 52(3), pp.428–443. Available from: https://doi.org/10.1080/03004279.2023.2168502.
Pinto, D.N.F. and Valstad, I.L., 2025. Professional Development through Collaboration: Unpacking the Dynamics of Teachers’ Collaborative Discussions. EDULEARN25 Proceedings. IATED, 17th International Conference on Education and New Learning Technologies, pp.10410–10418. Available from: https://doi.org/10.21125/edulearn.2025.2711.
Plomp, T. and Nieveen, N., eds, 2013. Educational Design Research: Part A: An introduction. Enschede: SLO – Netherlands Institute for Curriculum Development. Available from: https://slo.nl/publish/pages/2904/educational-design-research-part-a.pdf.
Pratt, D.D., 2002. Good Teaching: One Size Fits All? New Directions for Adult and Continuing Education, 2002(93), pp.5–16. Available from: https://doi.org/https://doi.org/10.1002/ace.45.
Saif, N., Khan, I.U. and Shaheen, I., 2020. Investigating the Impact of Mobile Application on Learning Among Teachers Based on Technology Acceptance Model (TAM). Global Educational Studies Review, V(II), pp.45–54. Available from: https://doi.org/10.31703/gesr.2020(V-II).06.
Sancar, R., Atal, D. and Deryakulu, D., 2021. A new framework for teachers’ professional development. Teaching and Teacher Education, 101, p.103305. Available from: https://doi.org/10.1016/j.tate.2021.103305.
Younis, B., 2024. Effectiveness of a professional development program based on the instructional design framework for AI literacy in developing AI literacy skills among pre-service teachers. Journal of Digital Learning in Teacher Education, 40(3), pp.142–158. Available from: https://doi.org/10.1080/21532974.2024.2365663.
Downloads
Published
Data Availability Statement
The data that support the findings of this study are available from the corresponding author upon reasonable request.
Issue
Section
License
Copyright (c) 2026 James James Makula, Festo Beda Nguru, Francis Kyambo William
This work is licensed under a Creative Commons Attribution 4.0 International License.
