Özet:

With the development and advancement of technology, new opportunities, efficient and effective environments are formed in education, and the role of technology offered to students through computers, smartphones or mobile devices is increasingly accelerated. With the opportunities offered by the technology, students can offer learning activities differentiated according to their learning needs, preferences and forms, while students can participate in this process according to their learning preferences by personalizing their technological tools with application and content in the direction they want. With this research, the unselect layer sampling method has been used, since the body training teachers candidates in Turkey are asked to accept mobile learning tools and study mobile learning attitudes. According to the findings of the study, the attitude of body education teachers to mobile learning is seen to be relatively higher than the reception levels of mobile vehicles. From the subfactors of Mobile Learning Attitude, motivation and satisfaction variables have been shown to have a high level of correlation with each other. On the other hand, it can be said that the acceptance levels of Mobile Learning Tools are generally most influenced by the Voluntary Variable for Mobile Vehicle Use. In general, students perceive mobile learning positively in their educational environments. In this context, the support of the educational institutions of mobile vehicles is also possible to provide motivating, attractive and user-friendly body education teachers candidates, and it is also possible to be included in learning-learning processes due to its advantages such as supporting learning, time and space independence.

Anahtar Kelimeler:

Özet:

The development and advancement of technology, new opportunities, and effective environments are being created in education, and the role of technology in education, delivered to students through computers, smartphones, or mobile devices, mainly through the Internet, is gaining momentum. With the opportunities provided by technology, students can offer differentiated learning activities according to their learning needs, preferences, and styles. In contrast, students can personalize their technological tools with the application and content they want and participate in this process in line with their learning preferences. The purpose of this study was to examine the acceptance of mobile learning tools and mobile learning attitudes of physical education teacher candidates in Turkey. A random stratified sampling method was used. According to the findings of the research; Physical education teacher candidates' attitude levels towards mobile learning are seen to be relatively higher than their acceptance levels of mobile devices. It has been observed that motivation and satisfaction variables, which are sub-factors of Attitude Towards Mobile Learning, have a high level of correlation with each other. On the other hand, it can be said that the willingness to use mobile devices mostly affects the acceptance of mobile learning tools. In general, students perceive mobile learning positively in educational environments. In this context, with the support of educational institutions, it is possible to include mobile devices in learning-teaching processes because of their advantages such as motivating, interesting and easy-to-use physical education teacher candidates, as well as supporting learning and being independent of time and space.