This study explored the challenges primary school teachers face in incorporating mobile smartphone applications into their professional development in Monduli District, Tanzania. Using a mixed-methods approach, the research combined quantitative data from structured questionnaires with qualitative insights from face-to-face interviews. 68 teachers, chosen through simple random and purposive sampling, participated from ten government primary schools. Quantitative data were analysed using descriptive statistics in SPSS, while qualitative data underwent thematic analysis to identify significant patterns. Results show that although mobile applications have the potential to support professional learning, their adoption is limited by several challenges, including restricted internet access (mean = 1.85), high data costs, a lack of digital training (mean = 1.66), and inconsistent access to development programmes. Interview responses highlighted the roles of school leadership, peer collaboration, and recognition in influencing teachers' utilisation of mobile tools. The study emphasises the necessity for context-specific interventions, such as enhancing digital infrastructure, providing affordable internet packages for educators, and offering regular, ongoing training programmes. The findings contribute to both local and global conversations on mobile learning, providing theoretical, practical, and methodological insights for education policymakers and stakeholders.
Makula et al. (Tue,) studied this question.
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