Prospective Teachers-Are They Already Mobile?

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dc.authoridSad, Nihat/0000-0002-3169-2375
dc.authoridEbner, Martin/0000-0001-5789-5296
dc.authorwosidSad, Nihat/AAD-5926-2020
dc.contributor.authorSad, Suleyman Nihat
dc.contributor.authorGoktas, Ozlem
dc.contributor.authorEbner, Martin
dc.coverage.doi10.1007/978-3-319-26518-6
dc.date.accessioned2024-08-04T20:41:45Z
dc.date.available2024-08-04T20:41:45Z
dc.date.issued2016
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThis research study investigated the prospective teachers' purposes of using mobile phones and laptops, as well as the significant differences across genders and grades. Furthermore, the frequency of connecting to Internet via both mobile devices was investigated comparatively. The study was designed based on cross-sectional survey and casual-comparative methodologies in order to first determine specific characteristics of the relevant population, and to determine the possible causes for differences in terms of variables investigated. A total of 650 prospective Turkish teachers participated in the study. The results point out that, compared to mobile phones, laptops were used more frequently for various purposes, particularly the educational ones. However, in-class use of both laptops and mobile phones for educational purposes was not very common. Mobile phones were used less for educational purposes, but more for communication and entertainment purposes. Though there were statistically significant differences in terms of some purposes, given the lack of practical significance, both male and female prospective teachers can be said to use mobile phones and laptops for various purposes with similar frequencies. The same was also true for the grade variable: all prospective teachers from first to fourth years used mobile phones and laptops for various purposes with similar frequencies in practice. The present study also revealed that, for prospective teachers, connecting to the Internet via mobile phones is not very common and even significantly less common than doing so via laptops. The findings in general suggested a need to raise awareness among prospective teachers about the mobile learning potential of mobile phones in general and in-class use of laptops in particular.en_US
dc.identifier.doi10.1007/978-3-319-26518-6_6
dc.identifier.endpage166en_US
dc.identifier.isbn978-3-319-26518-6
dc.identifier.isbn978-3-319-26516-2
dc.identifier.issn2194-5357
dc.identifier.issn2194-5365
dc.identifier.scopus2-s2.0-84966372561en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage139en_US
dc.identifier.urihttps://doi.org/10.1007/978-3-319-26518-6_6
dc.identifier.urihttps://hdl.handle.net/11616/97311
dc.identifier.volume406en_US
dc.identifier.wosWOS:000369154100007en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringer-Verlag Berlinen_US
dc.relation.ispartofMobile, Ubiquitous, and Pervasive Learning: Fundaments, Applications, and Trendsen_US
dc.relation.publicationcategoryKitap Bölümü - Uluslararasıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectMobile learningen_US
dc.subjectM-learningen_US
dc.subjectPre-service teachersen_US
dc.subjectLaptopsen_US
dc.subjectMobile phonesen_US
dc.titleProspective Teachers-Are They Already Mobile?en_US
dc.typeBook Chapteren_US

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