Impact of mobile technology-based physics curriculum on preservice elementary teacher technology

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The growing popularity of mobile technologies in educational settings, from grade schools through college,
has prompted science educators to prepare preservice teachers to successfully integrate technology into science
teaching. This mixed‐methods study explores the effectiveness of amobile technology‐based physics
curriculum, Exploring Physics, on preservice elementary teachers technology self‐efficacy. Participants
included 67 preservice elementary teachers enrolled in a specialized physics content course at a large public
university in the United States. The experimental group (N= 34) used the Exploring Physics curriculum on
iPads, and the comparison group (N= 33) used a hard‐copy version of a similar curriculum. Data sources
included a technology self‐efficacy survey administered as pre‐and posttests, focus group and individual
interviews with 24participants at two time points, weekly classroom observations, and artifacts. Data analyses
included repeated measures analysis of variance and posthoc ttests with Bonferroni adjustments and grounded
theory techniques. The results showed significant positive changes in the experimental group participants
technology self‐efficacy. In contrast, there was a significant decrease in the comparison group participants
technology self‐efficacy. Several affordances of the curriculum assisted the experimental group participants in
developing an appreciation for using mobile technologies in science teaching .Implications for preservice
teacher preparation for technology integration in science teaching are discussed

This study addresses two gaps in the literature by exploring (a) how preservice teachers technology self‐
efficacy beliefs are impacted by learning science via an innovative iPad‐based curriculum, Exploring Physics
(http://www.exploringphysics.com/), in a semester‐long specialized physics content course and (b) what
affordances and learning experiences within a mobile technology‐supported learning environment preservice
teachers find beneficial for their own understandings of science and for future science teaching. We compared
technology self‐efficacy beliefs between preservice elementary teachers who were learning physics with the
Exploring Physics curriculum on iPads(experimental group) and those who used a hard‐copy version of a
curriculum that was similar in scope and sequence (comparison group). The curriculum for both groups
included hands‐on inquiry‐and modeling‐based labs, in‐class discussion, practice problems, and readings. Both
groups used a traditional whiteboard and a Smartboard. The comparison group used simulations from other
sources, such as PhET (https://phet.colorado.edu/en/simulations), in class on desktop computers; however, the
experimental group had 1:1 exposure with iPads on aroutine basis during regular class meetings, and
simulations and animations were built into the curriculum application (hereafter, app). While the PhET
simulations were the same for both groups, the app provided access to many more animations of science
concepts that were not part of the hard‐copy curriculum.
The Effect of Mobile Learning on Students' Achievement and Conversational Skills

The purpose of this study was to examine the effect of mobile learning, which is a type of e-learning using
mobile devices. A device aimed at developing English academic performance and conversation skills A
student at Najran University. This study used a quasi-experimental approach. Participants consisted of (50)
students Those who have enrolled in the "Education and Learning Strategy" course in the curriculum
department And tuition at the University of Education for major English students in the English
Department University of Science and Arts. As usual, the participating students were divided into the
experimental group (25) and the control group. Each student. A soft copy of the course content has been
uploaded to the Blackboard system for college students Experimental group. Another printed copy of the
course content was distributed to students in the control group Submit at the first meeting. Data acquisition
tools included academic test and evaluation of conversation skills scale. The results show that mobile
learning had a significant impact on both academic performance and student performance. Conversation
skills. Based on these results, faculty members were encouraged to adapt their mobile use.

Mobile Learning is a term that has been used widely in different places all over the world. In Saudi Arabia, for
instance it has been encouraged to be used in higher education institutions because of a set of factors such as
the availability of mobile phones, their ability to motivate students, and the freedom and privacy they provide
to share information. Mobile Learning is defined as Elearning that uses mobile devices or learning connected
to a mobile device, Laouris & Eteokleous (2005). It is mainly based on mobility of technology, mobility of
learners and mobility of learning that augments the higher educational landscape, (ElHussein & Cronje 2010).
Educational institutions are nowadays facing the reality of the rapid development and widespread of mobile
phones, which are considered one form of those mobile devices used for Elearning all over the world. Such
development has involved an increase in both mobile phones speed and storage capacity. The continuous drop
in prices, on the other hand has resulted in the vast widespread of these mobile phones making them one main
component of most learners` (boys and girls) daily lives. Mobile phones are not accessory anymore; they are
integrated like our clothes, (Dos 2014). It is true that mobile phones are mainly used for completely
communication purposes, but fortunately, some people have begun to regard them as a core pedagogical
activity in higher educational institutions, (ElHussein & Cronje 2010). The number of those teachers and
students who have begun to use them as a teaching and/or learning tool is growing tremendously. Most
students By making good use of the lectures, we have begun to overcome the difficulties regarding the
location and time of the lectures. Mobile phones or so-called "mobile learning". Teachers began to think
seriously about it on their side Provide teaching materials and activities to students through mobile phones.
Recent mobile Learning is widely accepted by learners. In other words, learning through mobile devices is
widely accepted around the world. A learning community for its applications and their philosophies and
standards (Lan & Huang, 2012 & Little, 2012). On the other hand, the materials should be properly
redesigned, further developed and implemented. This new learning method will be more effective.
Advances in technology used in today's mobile phones We certify them as both educational and
communication tools. In addition to its main purpose, mobile phones are now used to send and receive
educational messages via text, voice, and even images (Kim, et al., 2013). In addition, mobile phones, and
thus mobile learning, facilitate access to a variety of educational resources. Use the Internet to help
develop and create interesting educational content that can be used both inside and outside the classroom.
(UNISCO, 2013). Mobile learning is better than anyone else in providing the right information to the right
people at the right time. Other learning / teaching technologies are still under development (Little, 2012).
Besides, students' interest to use all available resources of Mobile Learning through their mobile phones and
Personal Digital Assistants (PDAs) to access information anytime and anywhere has also played a significant
role in the success of mobile learning prevalence, (López, et. al. 2009). Mobile Learning not only

The Effects of Mobile Application in Teaching High School Mathematics

Mobile technology opens up new ways to teach and learn math at school 21st Century. This study
determined the impact of using mobile applications in the classroom. 8th grade math at a public high
school in Cebu, Philippines. Or Researchers used a quasi-experimental study method with pre-test-post-
test design. It Use two groups of courses with 40 students per group. Student enrolled in class 8 Math.
Frequency, simple percentage, mean, standard deviation, rank, and test Used to process the collected data.
Research has shown that post-test scores increase Control group and experimental group. The use of
mobile applications has been concluded By teaching mathematics to the second year of junior high school,
students' grades can be improved. to learn.

The main focus of proper education is to make the desired changes in learning behavior. It is achieved by
teachers applying teaching strategies to achieve their teaching goals. that is Teaching is more difficult, but
it is very challenging as it requires different methods and techniques for different people Learning ability and
behavior. Education as a science also requires knowledge of scientific discoveries about educational
learning. Educational process, educational goals, subjects, learner nature (Angeli & Valanides, 2009;
Niess, 2005). Teachers who believe in this perspective will consider the knowledge and application of the
technique Already tried to create learning as an important tool for success as a teacher (Stigler & Hiebert,
2009; Sadik, 2008). According to Etcuban (2013), teachers are at the forefront of all learning institutions. You
teach Foster the spirit of students. Proserpio and Gioia (20007) added that teachers are responsible for this.
Understand students' needs, interests and abilities so they can be cared for intelligently These need to be
the most economical and practical. In addition, Sungetal. (2016) Teachers say they need to choose An
educational device that enables students to function well in class. B. Use of mobile apps in math lessons. In
any case, in the fields of education and learning, dominance is essential to ensure that both are true. The
instructions and how they are implemented are properly tailored to your requirements. Trainees'
interests and abilities. This requires a broad and innovative approach that carefully considers the social and
psychological conditions under which education takes place. And learning happens. Versatile innovation
plays a necessary role in education (Sha et al., 2012). Students can Easily access the entire world of
information with a mobile app (Khaddage et al., 2011; Caudill, 2007). not required You can bring a lot of
books to school and it's environmentally friendly. It's an accepted fact Kids these days are very familiar with
electronic gadgets and gadgets and need to use them These gadgets and devices in the classroom are very
obvious. Children learn quickly through play and sports Activity; Recently, iPhone and Android apps have
become very popular. Researchers have observed poor student performance in mathematics. These
students Memorization improved performance, while comprehension and problem-solving skills
decreased. Against this background, researchers want to investigate whether mobile applications can be of
great help to this. Teach mathematics to 8th grade public high school students. This could also be one
Educational tools for teaching linear equations can lead to a better teaching and learning experience Used
by all learners.