An Investigation of Pre-Service Science Teachers’ Perceptions and Levels of Use of Mobile Computing and Mobile Learning

Abstract

The aim of this study is to examine science pre-service teachers’ perceptions of mobile computing and mobile learning, as well as their levels of use of these technologies. The research was conducted with fourth-year pre-service teachers enrolled in the Science Education programme at the Faculty of Education, Nigde Omer Halisdemir University. A qualitative research approach was adopted in the study, and a semi-structured interview form consisting of open-ended questions was used as the data collection tool. The interview questions were designed to explore participants’ ownership of mobile devices, the purposes for which they use them, the frequency of their use in lessons, and their perceptions of mobile learning. The data obtained were analysed using a descriptive analysis method. The research findings indicate that the vast majority of pre-service teachers own mobile devices such as smartphones and laptops and actively use these devices in their daily lives. It was determined that participants most frequently used mobile technologies for social media use, accessing information online, and accessing digital content. However, it was observed that the use of mobile devices for learning purposes in lessons is relatively limited, and the potential of these technologies in learning processes is not being fully utilised. Furthermore, it was found that pre-service teachers hold positive perceptions regarding the advantages of mobile learning, such as providing rapid access to information, supporting learning, and making the learning process more flexible. Conversely, it was noted that mobile devices have certain drawbacks, such as potentially causing distraction during lessons, increasing the risk of unauthorised use, and creating difficulties in maintaining control during the learning process. Based on the findings, various recommendations are presented for the more effective, conscious and pedagogically appropriate use of mobile learning in educational settings.