1. Presented By Benjamin K. Aiduenu Institute for Educational Research and Innovation Studies University of Education, Winneba

2.  Introduction  Purpose  Benefit  Discussion  Recommendations  Conclusion

3.  Use of wireless technology  According to Geddes, (2004), mobile learning (M-learning) is the acquisition of any knowledge or skill through the use of mobile technology, anywhere and anytime,  mobile-cellular subscriptions:  About 6.8 billion in the world  3.5 billion from Asia-Pacific

4.  73% of total subscriptions from developing world between 2005 and 2010,  Penetration rates:  76% globally  41% in Africa (estimated at the end of 2010) (Wang S. and Hiroshima S, 2006)

5.  Total voice subscriber base in Ghana is 31,154,420 (end of March, 2015)  The penetration rate was 115.64%. NCA (May, 2015 )  Youth interest in the use of mobile phones

6. Children using mobile device (tablets)

7. Two little girls curiously navigating through mobile phones

8. Suhum primary school pupils reading from mobile devise (E-readers) A school boy using the mobile phone to do his home work

9. Tertiary students from mid-pacific institute using tablets during lectures

10. The purpose of this paper was  to examine the potential of the mobile phone technology as tool for innovative teaching and learning  Its integration into the course structure of the UEW programmes

11.  This is to enable the university to produce 21 st century technology based teachers who will provide the needed innovations in teaching and learning and transform education delivery in the country.

12. Research questions:  What is the prevalence of personal mobile phone ownership among the students of public and private basic school in Effutu Municipality?  What is the prevalence of personal mobile phone ownership among students in terms of gender at the basic schools in Effutu Municipality?  To what extent can basic school students use their phones to access the internet?

13. Hypothesis:  Is there an association between gender and students who own mobile phone at the basic schools?  Is there an association between the school type (Private and Public) and students who own mobile phones?

14. Methodology:  The study employed quantitative research approach  Nine (9) basic schools (randomly selected) from Winneba west, Winneba East and Winneba central.  Classes involve:  JHS1, JHS2 and JHS3  fifteen (15) students randomly selected from various levels.  Total respondents- 329 students

15. Methodology:  The quantitative data were analyzed using SPSS data analysis  The chi-square test for independence was used  Yates’ Correction for Continuity was adopted Pallant (2007)

17.  48% could access the internet with their phones.  The percentage within gender:  Male- 55.4%  Female-35.0%  The percentage within ‘Type of School’  Public-46.5%  Private-43.2%

18. Table 1: Association between Gender/School Type and Mobile Phone Ownership Chi- Square df n phi p-value Gender 13.07 1 329 -0.21 0.01 School type 0.20 1 328 -0.03 0.65

19.  Gender and phone ownership  (X 2 =13.07; df=1, p<.05)  School type and phone ownership  (X 2 =0.02; df=1, p>.05)

20.  Development of pedagogy for adoption and its use for the innovative teaching and learning.  Integration into the course structure of UEW programmes  Compulsory programme for every UEW students  UEW basic schools as model schools for the innovative teaching and learning  Organizing workshop for all stakeholders

21.  Purchase of smartphones or tablets in bulk for schools  The creation of content platform  Uploading electronic copies of all prescribed textbooks and syllabuses at all levels for various subject disciplines on the content platform

22.  Procurement of Solar chargers especially for schools that do not have electricity  Well-structured school rules and regulations for the use of mobile phone together with effective enforcement  Internet service provider (telecom companies) to help check the abuse of the internet  In-service training for teachers already on the field

23.  Workshop of all stakeholders  Stakeholders are:  The ministry of education (politicians and their policies)  Ghana Education Service (implementers of government policies)  The education providers (schools, colleges, teacher training institutions, tertiary institutions such as the polytechnics and the universities)

24.  The teachers (class teachers, subject teachers, school heads, lecturers, principals and Vice- Chancellors)  The students (primary, secondary, tertiary)  The school management ( PTAs, school boards, school management committees, school alumni)  The government (Executive and the Legislature)  Telecom companies (service provider)

25.  Mobile devices in the near future could become the main technology for use in education  The University of Education, Winneba is expected to play a leading role in the country’s drive to produce scholars whose knowledge would be fully responsive to the realities and exigencies of contemporary Ghana and beyond

26.  It is believed that this innovative teaching and learning using mobile phone technology will equip and empower UEW students who leave this institution to offer new modes of delivery in education, and subsequently transform the teaching and learning processes in the country.