Abstract:

This research was motivated by previous researches which were based on the use of mobile phones for a range of different teaching and learning processes that have been carried out worldwide. It is now recognised that the mobile phones can add a completely new dimension to the teaching and learning process since they possess a wide range of attributes, such as spontaneous, personal, informal, contextual, portable, ubiquitous, pervasive and functions, such as talk, text, still camera, video, radio, and internet (Kukulska-Hulme 2005). Furthermore, Hartnell-Young & Heym, 2008 claim mobile devices provide new opportunities for science teaching and learning. This paper is based on a case study which is based on three science lessons carried out in three schools in Sri Lanka. In Sri Lankan schools Information Communication Technologies (ICT) are commonly used in science teaching and learning. However, mobile phones have yet to be introduced yet to science teaching and learning. The aim of this study is to investigate how mobile phones can be integrated to the present science teaching and learning in Sri Lanka in order to enhance its effectiveness. The approach of this study is entirely qualitative and the data were collected using observations, semi structured interviews and field notes. The collected data were analysed using the thematic network analysis technique with the support of NVivo8 qualitative data analysis software. The results showed that mobile phone can be integrated into PowerPoint and Photostory ICT applications in order to make the science teaching and learning effective.

Keywords:

Mobile learning, ICT, Science teaching and learning, integration.