Compare Teachers and Students Attitudes According to Mobile Educational Applications

ABSTRACT

Many definitions of education have been made from past to present. The definition of education, which is generally defined as the process of creating behaviour change in the desired direction in individuals, has a history as old as human history. From another point of view, education is the sum of the process that takes the individual from birth to death and develops talent, attitude and other behaviours that have value in the community where he lives. It is possible to talk about the use of mobile education application increasing day by day, although it is not at the desired level in the field of education. It is seen as the pervasive use of mobile devices and a part of life; it is not possibleto say that the advantage of continuous transport is fully utilized. In this context, in this study that we carried out to measure the attitudes of teachers in the field towards mobile education applications and to compare these attitudes with the students in the education faculty, it was made to determine how much teachers and students continuously use the smart devices they carry with them in the field of education and training, and whether they use the advantages they provide. To find answers to the research questions, the study was designed with a “quantitative research method” and was carried out with “descriptive research design”. According to Sönmez and Alacapınar (2014), "descriptive researchcan be considered as a description of what is happening, what already exists, what is happening, and explained" (p: 47).

From this point of view, it was tried to determine what the opinions of teachers and teacher candidates in the profession about mobile education applications and whether the difference between these views is meaningful or not.

As a result, the attitudes of teachers and prospective teachers towards mobile education devices are positive in this research, which aims to determine what opinions of teachers and prospective teachers about mobile education practices and whether the difference between these views is meaningful. The fact that the difference between these views is not significant is similar in the literature. These results suggest that attitudes towards new education applications to be used on mobile devices are also positive. Mobile technologies support individual and collaborative learning thanks to their rapidly developing applications and easy network access, allowing individuals to research, share information and access information at any time. The use of new technologies and software in education creates new learning opportunities for students and teachers. This explains the importance of individuals being open to using new technologies and accepting these technologies.