Determining the readiness levels of pre-service teachers towards mobile learning in classroom management

Abstract

Mobile Technologies are used in many areas of education, but they can be used for many purposes towards mobile learning such as the most supporting and developing learning, accessing information, being independent from time and space, increasing motivation, conducting research and preparing for examinations. The fact that mobile technology and mobile learning are independent from time and space means that they are always ready to use, and being practical and potable has made mobile events accepted all over the world. The aim of this study is to determine the level of readiness of the pre-service teachers studying in education faculties towards mobile learning. In the study, general survey model was used. The sample of the study is composed of 934 prospective teachers studying at the education faculty of Mustafa Kemal University, Turkey. The mobile learning readiness scale was used as data collection tool in the research. The validity and reability study of the scale used in the research was calculated in general terms of the scale and the Cronbach Alpha coefficient is reported as 0.95. As a result of the research, it was determined that the readiness level of the prospective teachers does not change depending on the gender and the students use the mobile technologies most in communication, studying, acquiring information and making plans. In addition, in the study, the results have been reached, such as both theoretical and practical training should be given in universities in order to increase the availability of prospective teachers on mobile learning.

Mobile Phone Use in Education and Learning by Faculty Members of Technical-Engineering Groups: Concurrent Mixed Methods Design

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Cellular Phones versus Study Habits: A Case Study for College Students

“…Finally, according to Enayati et al [14], sending text messages and mobile versions of course materials to students can improve their learning. Additionally, the results are consistent with studies showing a positive relationship between smartphone use and academic achievement [15][16][17][18].…”

The Seeing Science Project: Using Design-Based Research to Develop a Transformative Experience Intervention

“…We assumed students would naturally and frequently engage in taking and posting their own pictures because mobile technology and social media are so prevalent in students' lives. That is, we assumed these technologies would naturally bridge students' everyday and school experiences in line with prior theory (Baş & Sarıgöz, 2018;Goodwin, 2012;Zheng et al, 2016). However, it seems this is asking too much of the technology.…”

“…Mobile technology (e.g., cell phones, tablets) and associated apps may play a particular role in scaffolding connections between in-school learning and out-of-school experience. In a basic sense, mobile technologies are boundary-crossing in that they bridge in-school and out-ofschool experience by allowing students to use their everyday devices to learn while in school and engage in school learning at any time and anywhere when not in school (Baş & Sarıgöz, 2018;Goodwin, 2012;Zheng et al, 2016). Teachers can take advantage of mobile technology to support learning and engagement in out-of-school contexts.…”