Abstract:

Based on over 150 meta-analyses, technology has proven to have a significant impact on education with an effect size of 0.34 (Hattie, 2009). If we assume that meaningful use of technology can have a significant and positive impact on student learning, teacher education is a reasonable place to start with respect to integrating technology into the classroom (Kay,2005). However, there is some evidence to suggest pre-service education programs are not preparing new teachers to use technology effectively (Kay, 2006). Potential barriers have included insufficient access to technology (Kay, 2006) and creating an environment that fully integrates technology and learning. The purpose of this study was to examine the impact of a fully-integrated, mobile device program on pre-service teachers’ attitudes, emotions and learning related to technology use.

One-hundred eighty-four pre-service teachers (61 male, 123 female), specializing in STEM-based subject areas in secondary schools participated in the study. Pre-service teachers used mobile devices, the majority of which were laptops, for a period of 8 months. Mobile devices were meaningfully and regularly integrated into course and teaching activities. Pre-post survey data were collected about attitudes (self-efficacy) affective, cognitive, behavioural), emotions (happiness, anger, anxiety, sadness), and learning (communications, productive software, subject-based software, programming) related to technology. With respect to attitudes, significant increases in self-efficacy and behavioural attitudes were observed. No differences were observed for affective or cognitive attitudes. Regarding emotions, both anger and anxiety decreased significantly when using mobile devices. Happiness and sadness remained the same. Finally, significant increases were observed in teachers' perceived ability to communicate, use productivity software (e.g., word processing, spreadsheets, presentations) and subject-based tools, and programming. Overall, the integration of mobile devices in the teacher education program was deemed successful in helping pre-service teachers to become more comfortable and learn with technology.

References:
[1] Hattie, J. & Clarke, S. (2009). Visible learning: Feedback. New York: NY: Routledge.
[2] Kay, R. H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of research on technology in education, 38(4), 383-408.
[3] Kay, R. H., & Knaack, L. (2005). A case for ubiquitous, integrated computing in teacher education. Technology, Pedagogy and Education, 14(3), 391-412.

Keywords:

Mobile devices, pre-service education, attitude, emotions, learning.