Mobile devices have become attractive learning devices for education. While the majority of the existing research has focused primarily on the value of mobile learning for students, researchers have recently started exploring its potentials within teacher development. The present qualitative synthesis of quantitative and qualitative research aimed to address trends and gaps observed in the literature regarding the integration of mobile learning into teacher education. Six main findings emerged: (a) there is an increasing trend in integrating mobile learning in teacher education contexts; (b) theoretical and conceptual perspectives are scarcely reported; (c) variations exist in perceptions, attitudes and usage patterns; (d) engagement with mobile learning and devices is primarily reported as being beneficial; (e) challenges were scarcely reported; and (f) several pedagogical affordances support mobile learning integration into teacher education settings. These findings have been interpreted to determine their implications on the development of mobile learning experiences in teacher education, including programmatic directions for integration and study.

https://www.jstor.org/stable/jeductechsoci.17.4.17

A Review of Research on Mobile Learning in Teacher Education

Social, individual, technological and pedagogical factors influencing mobile learning acceptance in higher education: A case from Iran

Social and individual antecedents of m-learning adoption in Iran

https://research.edgehill.ac.uk/ws/files/20184652/Comphumbeh-Final%20published%20(1).pdf

Do learners' characteristics matter? An exploration of mobile-learning adoption in self-directed learning

Along with the significant development of information and communication technologies (ICTSs), an incredible number of mobile applications have become available. Hence, the main purpose of the current study is to investigate the use and acceptance of the ‘Mobile Information System’ developed and implemented by University of Jordan, which Known as (Mobile Student Information System). Data were obtained from 275 undergraduate students of University of Jordan via questionnaire to test the ‘Mobile Services Acceptance Model’ using Structural Equation Model. The results reveal that user acceptance of mobile information system services is largely affected by trust, perceived security, perceived ease of use and perceived usefulness. Findings also show that context of applications is a strong motivational factor of perceived ease of use and perceived usefulness, which then significantly affects user intention to use mobile information system. While, the personal characteristics and features do not have effect on user intentions. Both theoretical and practical implications of the study’s findings are discussed.

Acceptance and usage of a mobile information system services in University of Jordan

The purpose of this research was to investigate preservice teachers' perceptions about using m-phones and laptops in education as mobile learning tools. A total of 1087 preservice teachers participated in the study. The results indicated that preservice teachers perceived laptops potentially stronger than m-phones as m-learning tools. In terms of limitations the situation was balanced for laptops and m-phones. Generally, the attitudes towards using laptops in education were not exceedingly positive but significantly more positive than m-phones. It was also found that such variables as program/department, grade, gender and possessing a laptop are neutral in causing a practically significant difference in preservice teachers' views. The results imply an urgent need to grow awareness among participating student teachers towards the concept of m-learning, especially m-learning through m-phones. [ABSTRACT FROM AUTHOR]

Preservice teachers' perceptions about using mobile phones and laptops in education as mobile learning tools

The study aimed to describe and compare the perceptions of web-based distance education students and campus-based face-to-face students about the quality of education provided in their programs with regard to variables including gender, maritalstatus, and employment status. A baseline descriptive survey design and complementary ex post facto design were used in this study. A total of 536 students studying at two higher education institutions participated in the study. “Student Program Assessment Scale [SPAS]” was developed and used to assess web-based and face-to-face students’ perceptions about the quality of education in their programs. The results showed that web-based students were most positive about lifelong learning opportunities provided in their distance programs, followed by learning-teaching procedures, abilities to access and share resources, and lastly chances of cooperation and socialization. Face-to-face students were almost neutral in all aspects and, compared to web-based students, they were significantly less positive about lifelong learning opportunities (large effect size), learning-teaching procedures (medium effect size), and abilities to access and share resources (small effect size) provided by their programs. Face-to-face and web-based learners were similarly and moderately positive about the cooperation and socialization opportunities provided in their programs. Gender, marital status and employment were found to cause no differences in practical sense on perceptions of web-based and face-to-face students.

/pdf/a-comparison-of-student-views-on-web-based-and-face-to-face-9f135c6i91.pdf

A Comparison Of Student Views On Web-Based And Face-To-Face Higher Education

The main purpose of this study is to investigate the prospective teachers’ views about alternative measurement and evaluation in terms of some variables. It was also aimed to understand their perceived efficacy to use measurement and evaluation tools in particular. For this purpose the “Attitude Scale for Alternative Measurement and Evaluation” and the “Measurement and Evaluation Efficacy Questionnaire” developed by researchers were administered on 250 undergraduate teachers who were selected based on criterion sampling method from among 712 seniors studying at Elementary Mathematics, Science, Turkish Language, Social Studies and Classroom teaching programs at Inonu University Faculty of Education during 2011-2012 academic year. The Cronbach Alpha internal consistency coefficient for the “Attitude Scale for Alternative Measurement and Evaluation” was estimated to be 0.81. Research results showed that undergraduate teachers believe that despite some of its limitations alternative measurement and evaluation approaches positively contribute to learning and teaching process. Also, it was found that prospective teachers’ levels of perceived competency to use measurement and evaluation tools and method ranged between competent and slightly competent

Öğretmen Adaylarının Alternatif Ölçme Değerlendirmeye İlişkin Görüşleri ve Yeterlilik Algıları

Bu arastirmanin amaci, ortaokul Matematik dersi ogretmenlerinin hizmet ici egitime ve alternatif olcme degerlendirmeye yonelik hizmet ici egitim ihtiyaclarina iliskin gorusleri belirlemektir. Nitel arastirma yonteminin kullanildigi bu calisma, Malatya il merkezinde gorev yapmakta olan, 9 ortaokul Matematik ogretmeninin katilimi ile gerceklesmistir. Arastirmanin verileri bu ogretmenler ile yapilan yari yapilandirilmis gorusmeler yoluyla elde edilmistir. Gorusulen ogretmenlerin hizmet ici egitim ile ilgili bir takim sorunlar yasadiklari ve alternatif olcme degerlendirme ile ilgili yeterli bilgiye sahip olmadiklari ve bu konuda hizmet ici egitime ihtiyac duyduklari sonucu ortaya cikmistir.

https://dergipark.org.tr/tr/download/article-file/15075

ORTAOKUL MATEMATİK DERSİ ÖĞRETMENLERİNİN HİZMET İÇİ EĞİTİME ve ALTERNATİF ÖLÇME DEĞERLENDİRMEYE YÖNELİK HİZMET İÇİ EĞİTİM İHTİYAÇLARINA İLİŞKİN GÖRÜŞLERİ

Bu  arastirmanin  amaci,  Okudugunu  Anlama  Becerisinin  Ilkogretim  Ikinci  Kademe Matematik Dersindeki Akademik Basariya Etkisi’ni belirlemektir. Arastirmanin evrenini, 2009-2010  egitim-ogretim  yilinda Malatya  il  merkezinde  bulunan  71  resmi  ilkogretim  okulunun  6. sinif  ogrencileri,  orneklemini  ise  farkli  sosyoekonomik  cevrelerdeki  okullardan  “tabakali amacsal  ornekleme”  yoluyla  alinan  300  ogrenci  olusturmaktadir.  Arastirmada  veri  toplama amaciyla  Okudugunu  Anlama  Basari  Testi  ile  Matematik  Basari  Testi  kullanilmistir. Arastirmanin  sonucunda,  ogrencilerin  okudugunu  anlama  becerileri  ile  Matematik  basarilari arasinda yuksege yakin bir iliski oldugu (r =0,68);  Cinsiyetlerine ve kitap okuma sikliklarina gore  ogrencilerin  okudugunu  anlama  becerileri  arasinda  ve  Matematik  basarilari  arasinda anlamli  bir  farkin  olmadigi;  okulun  sosyo-ekonomik  duzeyine  gore  okudugunu  anlama becerileri  arasinda  anlamli  bir  fark  oldugu,  yine  okulun  sosyo-ekonomik  duzeyine  gore Matematik  basarilari  arasinda  anlamli  bir  fark  oldugu  ortaya  cikmistir  .Arastirmadan  elde edilen sonuclara dayali olarak cesitli onerilerde bulunulmustur.

Özlem Göktaş

Papers

Preservice teachers' perceptions about using mobile phones and laptops in education as mobile learning tools

A Comparison Of Student Views On Web-Based And Face-To-Face Higher Education

Öğretmen Adaylarının Alternatif Ölçme Değerlendirmeye İlişkin Görüşleri ve Yeterlilik Algıları

ORTAOKUL MATEMATİK DERSİ ÖĞRETMENLERİNİN HİZMET İÇİ EĞİTİME ve ALTERNATİF ÖLÇME DEĞERLENDİRMEYE YÖNELİK HİZMET İÇİ EĞİTİM İHTİYAÇLARINA İLİŞKİN GÖRÜŞLERİ

Okuduğunu anlama becerisinin ilköğretim ikinci kademe matematik dersindeki akademik başarıya etkisi