Pre-Service Teachers’ Integration of Mobile Learning Technologies for Instruction

Adaptive and mobile learning technologies are leading innovation in personalized and blended learning for language education at tertiary level. However, the growth of adaptive and mobile resources is not matched by sufficient research on their effective implementation in university language courses. In this chapter, we present a study conducted in Italian beginners units at the University of Western Australia in 2017 (credit-bearing undergraduate courses). These units were redesigned to integrate adaptive and mobile learning resources for automated and personalized language practice. We describe and discuss qualitative and quantitative data on students’ engagement with the adaptive platform, their evaluation of skill practice on the platform, and the use of mobile devices to access the platform. Our results show that adaptive and mobile technologies have great potential to enhance the student learning experience, but also that, at present, various issues limit the implementation of these resources. We offer recommendations to address these issues.

<span>The purposes of this study were to (1) identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) examine the relationships among TPACK, TISE and ITOE, and lastly (3) examine the differences between pre-service physical education teachers who perceived and who did not perceive technology integration by their university instructors on TPACK, TISE, and ITOE scores. Findings indicate that while TPACK, TISE and ITOE perceptions of pre-service physical education teachers were at satisfactory levels, university instructors were not good role models in the use of technology in their classrooms. Pre-service teachers reported that integration of physical education and sport-related emerging technologies were almost non-existent in the teaching practices within the university setting. TPACK, TISE, and ITOE were moderately related with each other (p<0.05). Pre-service teachers' self-perceptions of TPACK, TISE, and ITOE were positively influenced by their perception of university instructors' technology integration into teaching in university courses (p<0.05). Providing professional development programs for the teacher education program instructors, both in technology integration in teaching and in emerging physical education and sports-related technologies, is recommended.</span>

The effect of repeated closures of schools and institutions of learning due to strike actions is debilitating and casts a dark shadow on the educational sector in Nigeria. This paper thus examines the effect of strike actions on the learning outcomes of pre-service teachers in Emmanuel Alayande College of Education, Oyo adopting a mixed method of research with qualitative and quantitative approaches, sample randomly 371 NCE 1, 2, and 3 pre-service teachers that witnessed the saga of incessant industrial actions using two instruments for data collection, Effects of Strike Action on Students Learning Outcomes Questionnaire ( ESASLQ, r=0.79 ) and Effects of Strike Action on Students Learning Outcomes Interview Scale ( ESASOI, r=0.72 ). Data was analysed using frequency counts and percentages, t-test and ANOVA. There was significant pre-service teachers’ perceived effects of strike action on pre-service teachers’ learning outcomes ( =66.12; df= 326; t= 96.63; p<.05). The pre-service NCE teachers’ perceived effects of strike action was significant on their lecture attendance ( =15.30; df= 326; t= 101.77; p<.05), writing lecture note ( =14.70; df= 326; t= 96.57; p<.05)., preparing for tests and assignment ( =14.60; df= 326; t= 85.31; p<.05), preparation for examinations ( =14.26; df= 326; t= 79.56; p<.05), respect for constituted authority ( =13.98; df= 326; t= 77.92; p<.05) and academic results ( =13.57; df= 326; t=60.14; p<.05). The effect was significantly differentiated by their schools of affiliation (F (5, 285) = 34.36, p<.05). It was recommended that government should conceive education as social function and fund it appropriately to forestall future catastrophe. Keywords: Strike action, Pre-Service NCE teachers’ learning outcomes, Gender, Schools of affiliation DOI: 10.7176/RHSS/10-11-06 Publication date: June 30th 2020

Background Combining electronic learning with mobile informatics, mobile learning allows learning anytime and anywhere. Nursing education includes both theoretical and hands-on components. The use of mobile learning technologies in nursing education enables students to actively participate in the learning process, improve their cognitive and psychomotor skills, access information at any time, and meet lifelong learning needs. Aims This study aimed to investigate the readiness of nursing students for mobile learning and related sociodemographic characteristics. Methods This descriptive study included 678 nursing students studying at three different state universities. The data were collected using an identification form and the Mobile Learning Readiness Scale (MLRS). Results The study indicated that the students had a moderately high level of readiness for mobile learning. No significant relationship was found between gender and the MLRS scores (p>0.05). However, a significant relationship was found between age and the optimism sub-dimension of MLRS. Significant relationships were found between students’ mobile learning readiness and their grade level and income (p<0.01 for both). Also, significant relationships were found between students’ readiness and university they attended, except for the optimism sub-dimension (p>0.05). Conclusion In conclusion, nursing students were found to have the level of awareness and readiness required for using mobile learning technologies in educational processes. Impact Statement Determining the level of readiness of student nurses for mobile learning technologies will help nurse educators in their educational processes.

The present study aims to examine the relationship between pre-service teachers' the lifelong learning tendencies and teaching profession anxiety levels with respect to certain variables (their gender and subject area) and is designed as a survey study. The fourth year pre-service teachers (n= 455) in the spring semester of the 2015 - 2016 academic year at Abant Izzet Baysal University, Bolu-Turkey formed the study group. In the study, Lifelong Learning Tendencies Scale by Coskun [9] and Teacher Candidate Anxiety Scale by Saban, Korkmaz and Akbasli [27] were used as data collection instruments. The data were analyzed through using the SSPS for Windows 20 Program and for the analysis of the data, the mean and standard deviation scores were calculated, an independent samples t-test, One-Way ANOVA and LSD tests were used and the Pearson Product-Moment Correlation Coefficient scores were calculated. The findings of the study indicated a significant, positive and low level of relationship between pre-service teachers' lifelong learning tendencies and teaching profession anxiety levels. Significant gender differences were found in favor of male pre-service teachers when lifelong learning tendencies of pre-service teachers are concerned. Also, significant gender differences were found in favor of in favor of female pre-service teachers when their perceptions about their teaching profession anxiety levels are concerned. When pre-service teachers' subject – areas are focus of attention, significant differences were observed in favor of the perceptions of science teaching pre-service teachers when their perceptions about their lifelong learning tendencies and teaching profession anxieties are observed.

The incredibly rapid development of information technology and the pandemic, which began in 2019, led to the transition to distance learning and made the problem of modernizing of the education system relevant. Modernization in Ukraine is taking place, among other things, in the development of mobile learning, which, thanks to such a global phenomenon as the Internet, makes it possible to use it in higher education. The article is devoted to determining the features of the use of mobile learning in foreign language teaching. The advantages of using electronic mobile technologies in the educational process are indicated. Possibilities of application of mobile devices in the course of preparation of experts of various specialties are revealed. The aim of the study is to explore the possibility of using mobile learning technologies for students to learn different specialties of one of the basic language skills, namely listening. The objectives of the study are the analysis of modern forms, methods and means of teaching a foreign language using, their selection and experimental verification of the effectiveness of their use. The object of research is the process of teaching a foreign language to students of non-philological specialties. The analysis, generalization and systematization of research on the problem of learning a foreign language in higher education through multimedia tools, experimental implementation of multimedia technologies, including mobile learning, in the process of learning a foreign language for professional purposes. The results of the study will be summarized to write recommendations for the implementation of mobile foreign language learning for future professionals. It is pointed out that the motivation of students to learn a foreign language in distance learning increases significantly due to the individualization of learning, which takes place with the help of mobile technologies. It has been established that mobile technologies can be recognized as the main means of learning that allow students to use them as a means of accessing educational materials contained on the Internet, anytime and anywhere. Key words: foreign language, learning technologies, mobile learning, podcasts, listening

Currently, we realize how ubiquitous cell phones, smartphones, tablets and notebooks are in the school environment. We then have the challenge of listing concepts and approaches brought by Mobile Learning that can enhance the teaching process. Mobile Learning is conceptualized in the acquisition of knowledge and information from mobile devices, anywhere, anytime, resulting in a change in behavior. Thus, we address the following guiding question that guides this work: How can Mobile Learning contribute to the formation of the mathematics teacher about the study of functions? Thus, this dissertation has the general objective of analyzing the contributions of Mobile Learning in the formation of Mathematics teachers, considering the content of functions in scientific-academic productions (dissertations) published in the period from 2014 to 2018, in the database of the Coordination for Improvement Higher Education Personnel (CAPES). Therefore, as specific objectives, it is proposed: (1) to identify the contributions that mobile learning brings to teacher education; (2) specify the contributions of the use of mobile devices in the process of teaching functions; (3) understand the common basic high school curriculum related to the job proposal; (4) investigate the contributions, as well as the difficulties encountered in the teacher training process; (5) prospecting teacher training in relation to Mobile Learning through the educational product; and (6) validating the educational product through study, reflection and interaction with the teachers surveyed. The methodology used was the State of the Art, which deals with an investigation in which the researcher proposes to discuss and analyze the accumulated production of a certain area of knowledge. Thus, using keywords such as Mobile Learning, functions, teacher training, mobile and cellular technologies in the CAPES database, we selected 8 dissertations that were in synergy with our research proposal. We built three guiding axes that provided a basis for data analysis, they are:

Nowadays the interest in integrating mobile applications into the learning process increases rapidly, so we need such teaching methods to facilitate and accelerate the knowledge transfer to students, intensify the process of learning, teach them techniques for independent work with the material, increase the productivity of learning and teacher's work. Such teaching methods can be implemented through the use of mobile information technology in education. Mobile technology can make the learning process more interesting, meeting today's requirements, providing the right information at the right time. The article considers the concept of «mobile learning», analyzes the features and directions of its use in modern education. It is noted that the use of mobile electronic devices and applications in higher mathematics allows checking quickly the solution, to draw the chart in a few minutes as well as to apply them to distance learning, which greatly facilitates and accelerates knowledge, increases students' productivity and independent work. Despite the widespread use and availability of mobile phones among students, mobile learning is not widespread in native universities. The article defines didactic principles to which mobile applications should correspond, and also the attention is paid to the basic advantages and disadvantages of the mobile applications use in the learning process of higher mathematics.

The advances in mobile technology have created a new learning method known as mobile learning technology or mobile learning. This method utilizes the use of smartphones which have become part of the daily life of people of all ages and levels of education. in this mobile learning ,android platform is selected. The reason for choosing android is that it is the most popular mobile OS. This learning is designed to run on Android with the aim that it can be used easily and can be run at any time as long as you carry an Android cellphone and there is an internet connection. This application is addressed to the Persatuan pemuda sandya karya mandiri desa reksosari kec suruh kabupaten Semarang, which is an activity of a youth group that is trying to develop and improve their video streaming channel . they need learning to improve their digital video processing skills to improve the quality of their video output. because this youth union consists of various ages and various educational backgrounds, the making of learning videos must be easy to operate, easy to display and does not require complicated equipment. The development of this application is based on usability which is the most important aspect of an application.

This study aims to examine preservice science and mathematics teachers’ mathematics anxiety and beliefs about the nature of mathematics, as well as to reveal whether they differ according to the department. Moreover, this study investigates whether there is a relationship between beliefs about the nature of mathematics and mathematics anxiety. The participants of the study were 213 junior and senior preservice elementary science and mathematics teachers. Data collection tools were Philosophical Thoughts about the Nature of Mathematics Scale (PTNM) and Mathematics Anxiety Scale (MAS). Both descriptive and inferential statistics were used to analyze mathematics anxiety and beliefs scores of preservice elementary teachers. The study revealed that most of the preservice teachers’ scores on beliefs about the nature of mathematics high and their mathematics anxiety scores were low. The results indicated that there were significant differences in both belief scores and mathematics anxiety scores in favor of preservice mathematics teachers. In addition, there was a high negative correlation between pre-service teachers’ PTNM and MAS scores.

Mobile learning as a support to teaching English as a Foreign Language (EFL) is still in the early adoption stage worldwide, and in Saudi universities in particular. Such adoption requires several elements to be considered, including the readiness and acceptance towards adopting mobile learning among instructors, which is a critical aspect of ensuring successful implementation. Therefore, this study investigates lecturers’ perceptions and use of mobile learning in teaching EFL, using the Unified Theory of Acceptance and Use of Technology (UTAUT2) to guide the research and illuminate the factors that affect the acceptance of mobile learning in the Saudi context. This study followed a mixed-method sequential explanatory approach, with data collected through a questionnaire survey (n=270) and semi-structured interviews (n=12). The quantitative data were analysed using SPSS, which included both descriptive and inferential statistics, with the qualitative data from the semi-structured interviews analysed via thematic analysis. The regression and moderation analyses revealed that habit and hedonic motivation have the most significant impact on the behavioural intention of the lecturers to use mobile technology in teaching practice, followed by performance expectancy and effort expectancy. Secondly, facilitating conditions have the most significant influence on the use behaviour to use mobile technology, followed by habit and price value. The education level of the lecturers moderated the relationship between effort expectancy and behavioural intention to use mobile technologies, with the effect increasing as the level of education decreased. Age also moderated the relationship between effort expectancy and the use behaviour to use mobile technologies, where the effect increased with age, as per the relationship between social influence and the behavioural intention to use mobile technologies. Age and education also moderated the relationship between facilitating conditions and the behavioural intention to use mobile technologies, with the effect increasing as the education level decreased and the age increased. Furthermore, gender moderated the relationship between facilitating conditions and the use behaviour to use mobile technologies, where the impact was greater among females than males. Experience also moderated the relationship between price value and use behaviour, with the effect increasing as the level of experience decreased. This study presents recommendations to those responsible for implementing mobile learning in Saudi universities, such as government decision-makers and university leaders, which relate to the type of training needed, concerns regarding university policy, mobile learning strategy, and overcoming culture and privacy, particularly for female instructors. The study is expected to be submitted to the Saudi Ministry of Education in 2020 to support its review of the Vision 2030 initiative.

This study sought to investigate changes in pre-service EFL teachers’ self-efficacy beliefs before and after the practicum experience at school. The data were collected using the same 24-item teacher sense of efficacy (TSE) scale. Three null hypotheses were formulated based on the subcategories of self-efficacy in the study (i.e., self-efficacy in student engagement, self-efficacy in applying instructional strategies, and self-efficacy in classroom management). The Wilcoxonsigned rank test runs on the pre-practicum and post-practicum results suggested that the null hypothesis that practicum would not bring about any change in student engagement should be rejected. According to the second null hypothesis, there would be no significant difference between pre-service EFL teachers’ pre-practicum and post-practicum self-efficacy in applying instructional strategies. Results indicated that we should reject the second null hypothesis, too, implying that pre-service teachers’ scores in this construct have also been significantly different from each other in the pretest and the posttest. The last hypothesis of interest was if pre-service EFL teachers’ selfefficacy in classroom management changes due to practicum experience. The data gathered implies that we should reject this hypothesis, possibly in favor of the premise that our practicing pre-service EFL teachers have made positive gains in their classroom management ability. If we compare the obtained results based on the effect sizes that we have calculated for them, although all of them are strong effect sizes, we can say that the pre-service EFL teachers’ self-efficacy has improved first in classroom management (r = 0.77), second in applying instructional strategies (r = 0.71), and third in student engagement (r = 0.622). The findings of the study are discussed in the light of implications to the language teacher education programs and the development of practicum experience.

This research aimed to contribute to the overall understanding of pre-service teachers’ acceptance of the Digital Storytelling (DS) tool. The primary associations of the Technology Acceptance Model (TAM) were tested in the academic years 2017/2018 and 2018/2019 for statistical significance when the effects of the pre-service training teachers' digital age and status were controlled. Data from 296 pre-service teachers, from second and third study year, majority women considered vulnerable group were collected. The factor analysis and invariance tests on basic TAM were performed. The results revealed that DS tool usage intention was a function of perceived usefulness and ease of use. This research established the TAM applicability with the control variables addition to model the DS tool acceptance by pre-service teachers, as didactic material for natural sciences and technology education. Configural, metric, and scalar invariance were confirmed across both cross-temporal and cross-sectorial groups. Perceived ease of use of DS has strongly influenced both usefulness (β=.571, t=11.958, p&lt;.0001) and intention to use of DS (β=.763, t=19.914, p&lt;.0001), under the influences of the control variables. The outcomes contributed to the general understanding of DS pre-service teachers’ adoption relevant for natural sciences and technology education and for recognition of vulnerable category behavior. Keywords: digital storytelling tool, natural sciences didactics, technology education didactics, pre-service teachers’ digital age, pre-service teachers’ status, TAM model.

During recent years, the use of mobile devices has been increased with the big evolution of wireless communications and technologies. In the field of education, mobile technologies can have a great influence on learning. Mobile learning (m-learning) is a new technology which enables learners to acquire learning materials anywhere and at any time using mobile and internet technologies. However, learner mobility implies a permanent change of context. So, the adoption of context-awareness in mobile learning has become a crucial topic in this area.

A 5E lesson plan was designed for pre-service elementary teachers to understand the nature of pigment colors by observing visible absorption spectra obtaining from a spectrophotometer. Twenty-four pre-service elementary teachers participated in this 5E learning cycle lesson. There were 4 concepts in the lesson plan: color vision, primary colors, spectrophotometry (wavelength and absorbed light) and visual colors. This lesson involved 3 main hands-on activities, i.e., mixing color inks on color plates, color mixing using a computer program and the determination of the wavelength at the maximum absorption of ink pigments. Instruments for data collection were pre-test, post-test, student projects, student reflection, student perception and classroom observation. After the lesson, students had better understanding of the nature of pigment color as supported by the post-test that gains over the pre-test. They were able to design their own experiments and achieved the understanding of light absorption and reflection, concepts that are of basic importance for further in-depth study. Also, the pre-service teachers’ perceptions toward this lesson were positive. Moreover, it was stated that the hands-on experiment was crucial for learning and helped them to understand better. However, more time and guidance were needed to learn more about this topic.