Characteristics of mobile smartphone applications for teacher professional development: an A2IT2 model perspective

James James Makula; Festo Beda Nguru; Francis Kyambo William

doi:10.55056/etq.1161

Authors

James James Makula Institute of Accountancy Arusha https://orcid.org/0000-0001-8436-7659
Festo Beda Nguru The University of Dodoma https://orcid.org/0000-0002-3936-3082
Francis Kyambo William The University of Dodoma https://orcid.org/0000-0003-0950-2237

DOI:

https://doi.org/10.55056/etq.1161

Keywords:

teacher professional development, mobile applications, A2IT2 model, mobile learning

Abstract

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.

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