In the course of this research, I read some of the papers of Prof. John Traxler who at the time of this work is in the UNESCO Chair for Mobile Learning at the  University of Wolverhampton. Upon making contact with him, he was swift in referring me to the UNESCO Mobile Learning Workshop Report 2012 which was published just about 2 weeks after the start of my research. This document outlined the areas to be examined for the implementation of mobile learning. The methodology, however, was left to be explored on country by country basis.

My Work  has taken these into consideration and sought to investigate how the implementation could be done in Ghana vis-a-vis the challenges among which are device, technology and policy settings, to mention but a few. It has also looked at effective content development, assessment and evaluation methods, enrichment and remediation, and also architectures for implementing a collaborative content development to meet the needs of all categories of schools and students.

Critical among the study is how to develop content to meet the needs of individual pupils at the levels of their specific needs. This study and design considerations take into account the fact that some schools in Ghana operate what is called a year ahead methodology whereby the next year curriculum is taught in the current year in order to cover sufficiently the prescribed syllabus on schedule. Also taken into consideration is the fact that pupils/students first class schools cannot be said to receive the same level of teaching as in third class schools. As such methodology must be designed in mobile learning to let content appeal to all categories of schools, and be effective and usable given the limitations and challenges of small device environment.