Abstract:

High prevalence and accessibility of digital mobile devices (i.e. tablets, mobile phones and laptops) in our lives today have made it almost inseparable from almost every day-to-day routine activity we do. Moreover, in the future, the employment world of our children will have jobs that do not exist today which will require crucial familiarity and skills to use various digital technologies. Therefore, education should prepare the children for the essential skills, competencies and knowledge demanded in todays and future society.

Mobile learning refers to the learning process occurring and mediated by digital mobile devices. Its’ physical features of being portable and handheld and its’ digital features that enables powerful multimedia, social networking, communication and geo-location have consequently opened a wide spectrum of pedagogical opportunities for all educational frameworks. However, increasing overall time screen, decreasing motor activity, and facilitating exposure to inappropriate contents have caused many educators and researchers to speak out against the use of mobile learning in educational settings, especially in early childhood education (Spektor-Levy, et al., 2017).

Therefore, mobile learning offers numerous opportunities as well as challenges in education. Academic discourse has not yet resolved these differences of opinion; hence, more studies should be held in order to expose the appropriate pedagogies and mediations of mobile learning utilization.

In Israel, one of the aims for preschool education is to promote mobile learning (Israel Ministry of Education, 2018). However, the optimal and practical use of digital mobile devices in preschool setting is still obscured.

Overall, preschool teachers’ training, practice, skills and attitudes, have a major role in designing their integration of digital technologies in learning (Kontovourki, et al., 2017).

In the ongoing process of personal professional development, student teachers should gradually become more independent and less reliance on the views of professionals to identify what is best practice. Therefore, a critical essence of practicum supervision is to cultivate the students’ sense of responsibility for their own learning and professional growth and to encourage their autonomy. These aims can be achieved by applying humanist-democratic principles to the work of the supervisor (Dayan, 2008).

This study aims to present preschool student teachers actual practice and attitudes towards integrating mobile learning (IPads) in their practicum experience (2017-2018).

Methodology:
Participants were pre-school student teachers (N=41) in their third and final year of their bachelor’s education degree in two high education entities in Israel; Levinsky College of Education and Beit Berl College.
The methodology used in the study was analyses of student teachers’ field journeys and practical projects documentation.

Main findings:
At the beginning of the practice, student teachers held relatively negative attitudes towards integrating mobile learning (IPads) in their practicum. During the year, attitudes became more positive and utilization of mobile learning became more variable and judicious for preschool settings.

Discussion:
Implications for optimal and practical use of digital media in preschool setting, suggestions for future research and the importance of professional development which involves active learning and reflection will be discussed.

Keywords:

Early childhood education, student teachers, professional development, mobile learning.