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The Use of Developmentally Mobile Applications for Preparing Pre-Service Teachers to Promote STEM Activities in Preschool Classrooms

The Use of Developmentally Mobile Applications for Preparing Pre-Service Teachers to Promote STEM Activities in Preschool Classrooms

Michail Kalogiannakis, Stamatios Papadakis
Copyright: © 2020 |Pages: 19
ISBN13: 9781799814863|ISBN10: 1799814866|EISBN13: 9781799814887
DOI: 10.4018/978-1-7998-1486-3.ch005
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MLA

Kalogiannakis, Michail, and Stamatios Papadakis. "The Use of Developmentally Mobile Applications for Preparing Pre-Service Teachers to Promote STEM Activities in Preschool Classrooms." Mobile Learning Applications in Early Childhood Education, edited by Stamatios Papadakis and Michail Kalogiannakis, IGI Global, 2020, pp. 82-100. https://doi.org/10.4018/978-1-7998-1486-3.ch005

APA

Kalogiannakis, M. & Papadakis, S. (2020). The Use of Developmentally Mobile Applications for Preparing Pre-Service Teachers to Promote STEM Activities in Preschool Classrooms. In S. Papadakis & M. Kalogiannakis (Eds.), Mobile Learning Applications in Early Childhood Education (pp. 82-100). IGI Global. https://doi.org/10.4018/978-1-7998-1486-3.ch005

Chicago

Kalogiannakis, Michail, and Stamatios Papadakis. "The Use of Developmentally Mobile Applications for Preparing Pre-Service Teachers to Promote STEM Activities in Preschool Classrooms." In Mobile Learning Applications in Early Childhood Education, edited by Stamatios Papadakis and Michail Kalogiannakis, 82-100. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1486-3.ch005

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Abstract

Studies suggest that the exposure to STEM learning opportunities early in life is important because the development of STEM skills can further students' interest and educational attainment in STEM, expanding their career choices later in life. Smart mobile devices have become ubiquitous in schools and have been transforming educational practices at all ages and levels and almost all over the world. At the same time, there is evidence that teacher education departments lack the knowledge and skill to teach pre-service teachers about using these devices in their daily teaching practice. The findings of this chapter underline the need to develop teaching and learning processes that go beyond a mere transmission of the technical knowledge required to use mobile technologies with educational purposes, focusing instead on raising students' awareness about the educational benefits that the integration of mobile technologies can bring to formal education.

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