Active Science Education

Abstract

The impact of implementation of mobile technologies into the teaching affects teachers. There are higher demands on their expertise and skills (Koehler, Mishra, 2009). Teaching with technology is complicated due to the challenges that new technologies bring to teachers (Koehler, Mishra, 2009). The countries of the European Union invest a lot of resources into the technological equipmentof schools. However, research (Commission, Survey at Schools. ICT in Education., 2013; Commission, Technologies for better human learning and teaching, 2014) shows that there are no expected changes in the education and learning of pupils with the supportof digital technologies. Rikala (2015) states, that teachers should be trained in their new roles as mobile learning facilitators. In the contribution, we would like to present the results of a survey that focused on the attitudes of Slovak physics teachers on the implementation of mobile technologies in physics teaching. The purpose of the survey was to get an overview of the attitudes of Slovak physics teachers on the use of mobile technologies in physics lessons, their experiences with these technologies and the conceptions of their use in physics lessons. In contribution, we will present mobile learning, our proposed activities for teaching physics using mobile technologies and more detailed results of the survey too.