Abstract:

In this study, it was aimed to reveal the experiences that preservice teachers at the Department of Computer and Instructional Technologies gained in Mobile Programming course. For this purpose, phenomenology design, one of the qualitative research methods, was used in the study. 15 pre-service teachers selected by purposeful sampling method participated in the study. The data collected through a teleconference interview with the participants of the study were analyzed using the content analysis method. As a result of the analysis, the general views of the participants about mobile programming learning, the difficulties they faced in this process and the reasons for these difficulties, and their opinions and suggestions for this course were determined and given in the findings section. In the study, it was concluded that mobile programming learning is difficult to learn at the beginning and has a different logic than normal programming. In addition, it was determined that one semester is not enough to learn mobile programming and it is necessary to solve many examples in the lessons. It is thought to be beneficial to take a normal programming language and web design course before taking a mobile programming course. These results are thought to contribute to those who will teach mobile programming, those who decide to determine the content of this course, and researchers who want to study on this subject.

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