Pre-service Teacher?s Attitude on Mobile Learning

In this study, it was aimed to examine the m-learning attitudes of teachers in terms of different variables. Today, advances in technology have changed the ways information is obtained, generated and spread. Technological developments, particularly those which affect spreading of information, became the main factor in determining the content of education, its organization and execution from spatial scales to individualization (Toplu and Gökçearslan, 2012). As the processes related to information change in the information society, educational institutions will have to change themselves. Man's social learning effort has gained a new dimension with the development of individual needs and new technologies. One of these new dimensions is mobile learning. M-learning is defined as a learning model that lets the students' access learning materials at any place, any time through the use of mobile technology and the Internet (LanandSie, 2010). The study group of the study consists of 111 preservice teachers receiving education at Gazi University Faculty of Education in the school year of 2014-2015. M-Learning Attitude Scale. M-learning attitude scale was developed by Çelik (2013) in an attempt to determine the attitudes of preservice teachers towards m-learning. Examining the scores obtained by preservice teachers from the attitude scale; it could be asserted that preservice teachers have high levels of attitudes. No difference was observed in the attitudes of preservice teachers towards mobile learning in terms of demographic features like gender and states of having a computer and a smart phone.