Can Mobile Learning Be An Opportunity for Undergraduate Teacher Education?

Abstract

The purpose of research is to determine the usability of mobile learning in undergraduate teacher education. In the first part of the study, researches on mobile learning opportunities in undergraduate teacher education and teacher education are examined. In the second part of the study, infrastructure and readiness for mobile learning of prospective teachers are examined in terms of some variables. The research is designed in survey model. The sample of the research is composed of 454 prospective teachers who study in the 1st and 4th grade of Firat University Faculty of Education. Participant demographic form and the readiness scale for mobile learning developed by Lin, Lin, Yeh and Wang (2016) adapted to Turkish by Gökçeaslan, Solmaz and Kukul (2016) is used as data collection tool. Statistical techniques such as mean, frequency, percentage, t test, one way anova are used in the analysis of the data. The research findings revealed by examining the relevant researches show that mobile learning offers important opportunities for undergraduate teacher education. Prospective teachers have mobile tools necessary for mobile learning and have opportunities access to internet. It is determined that prospective teachers frequently use mobile tools and use mobile tools partially for educational purposes. It is determined that the level of prospective teachers' readiness for mobile learning has partially high ( X = 3.60) and the level of prospective teachers' readiness for mobile learning is not differ according to gender, educational level and department variables. But prospective teachers' readiness for mobile learning differs according to the daily average internet usage time. The results of the research show that mobile learning is an approach that should be taken into account for undergraduate teacher education.

Students’ Readiness in Implementing Mobile Learning for English Language Learning Purposes

“…Both factors scored the highest overall mean of the scale. This finding is consistent with that of Baş and Sarıgöz (2018) and Eroğlu et al (2017) who also found selfefficacy as the highest overall mean of the scale. A possible explanation for this might be that the participants of this study were certain in their ability to utilize a smartphone for their English language learning since they have many experiences with the smartphone.…”

“…Many recent studies (e.g. Ata & Cevik, 2019;Baş & Sarıgöz, 2018;Eroğlu et al, 2017;Tezer & Beyoğlu, 2018) have used this scale to investigate students m-learning readiness.…”

Matemati̇k Öğretmen Adaylarinin Mobi̇l Öğrenme Hazirbulunuşluk Düzeyleri̇ni̇n İncelenmesi̇

“…In the research, it was determined that male and female pre-service teachers' readiness levels did not differ significantly. Parallel to this result, the results of the Baş and Sarıgöz (2018), and Eroğlu et al (2017)'s studies showed that there were no significance difference pre-service teachers' level of mobile learning readiness in terms of gender. Another results obtained from this research was that there was no statistically significant difference in the level of readiness of pre-service teachers in different grade levels.…”

“…Considering that the scale applied in this research is 7-Likert type, it could be said that the readiness levels of the pre-service mathematics teachers were partially high. Similarly, in their research Eroğlu et al (2017) concluded that pre-service teachers mobile technology readiness was partially high. In the research, it was determined that male and female pre-service teachers' readiness levels did not differ significantly.…”