Title: Preparing pre-service teachers to integrate mobile technology into science laboratory learning: an evaluation of technology-integrated pedagogy module
Authors: Niwat Srisawasdi; Phattaraporn Pondee; Tassanee Bunterm
Addresses: Division of Science, Mathematics, and Technology Education, Faculty of Education, Khon Kaen University, Thailand; Institute of Learning and Teaching Innovation, Khon Kaen University, Khon Kaen 40002, Thailand ' General Science Education Program, Faculty of Education, Roi-et Rajabhat University, Roi Et 45120, Thailand ' Division of Science, Mathematics, and Technology Education, Faculty of Education, Khon Kaen University, Thailand
Abstract: With the rapid advance and popularity of wireless communication and mobile technologies, pedagogy of mobile and ubiquitous learning has become more important and teachers' technology pedagogical and content knowledge (TPACK) within mobile learning context is more emphasised in pre-service teachers' education. As such, pre-service science teachers' TPACK of mobile learning has been recommended as an essential framework for preparing literate pre-service science teachers in the use of mobile technology in teaching practices. Therefore, the researchers have implemented the framework for designing a technology-integrated pedagogy module, called Mobile Laboratory Learning in Science (MLLS). The purpose of this study was to evaluate an effect of MLLS module in improving 119 Thai pre-service science teachers' TPACK. The preliminary results showed that the pre-service science teachers have better level of technological knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK of mobile laboratory learning in science after interacting with the MLLS.
Keywords: TPACK; mobile learning; science laboratory; ubiquitous technology; pre-service teacher.
International Journal of Mobile Learning and Organisation, 2018 Vol.12 No.1, pp.1 - 17
Available online: 26 Dec 2017 *Full-text access for editors Access for subscribers Free access Comment on this article