Learning Science With Mobile Technologies: Opportunities for Enhancing Preservice Elementary Teachers’ Science Conceptual Understanding

The use of technology is increasing rapidly in our society, and classroom teachers must recognize the impact and importance of technology in the lives of their students. It is crucial that college faculty involved in teacher training design courses that integrate mobile technologies to prepare the next generation of teachers. In this study, we investigate the effectiveness of an iPadbased curriculum app, Exploring Physics, to enhance preservice elementary teachers’ physics conceptual understanding in a physical science content course. Data were collected using a pre-and postPhysics Conceptual Understanding (PCU) survey and open-ended questionnaires. We found significant statistical gains in participants’ (N = 73) physics conceptual understanding at the end of the course. Qualitative findings suggest that the learning experience allowed participants to experience the pedagogical affordances of mobile technologies as learners and future teachers and found themselves to be more comfortable with the idea of integrating technology into their future classrooms. The results of this study provide insights into the importance of providing preservice teachers with opportunities to experience the use of mobile technologies in their teacher preparation programs