Assessment of Mobile-Phone-Integration on Teacher Training Programs among Colleges of Education Pre-service Teachers in North-West, Nigeria

There is a saying that “No Nation rises above the quality of its Teachers”.  This study investigates ‘Mobile-Phone-Integration on Teacher Training Programs among Colleges of Education Pre-service Teachers in North-West, Nigeria’. The population of the study is 2,629 consisting of all NCE II Computer Science Pre-service teachers during the 2023/2024 academic session in colleges of education in Northwest, Nigeria, sample of 335 is determined using Crejcie and Morgan (1970). Descriptive survey design was adopted for the study. The study adapted a questionnaire titled: “Smartphone Utilization for Academic Purposes (MUAP)”. Descriptive and inferential statistics were used for data analysis. The study revealed a high level of Mobile Phone utilization for academic purposes among pre-service teachers. However, the study also revealed considerable challenges hindering effective Mobile-Phone utilization, including affordability among others. The findings underscore the need for policy interventions to enhance on affordability of Mobile-devices, thereby fostering an environment conducive to Mobile Phone-based learning. This research contributes to the discourse on innovation in teacher education, highlighting the potential of Mobile-Phones to foster 21st-century teaching practices in Nigerian tertiary education. This is in line with the findings of Becker et al., (2017) that Innovations in technology are influencing how students’ access, learn, retain, and apply information. The study concluded that, the level of Mobile-Phone utilization among pre-service teachers in the colleges is very high as well as the challenges. The study therefore, recommended among others that: Affordable Mobile-Phones should be provided. Keywords: Curriculum Integration, Mobile Phone utilization, teacher education, Digital Divide.