Affordances of an iPad-based Physics Curriculum Prospective Teachers’ Science Conceptual Understanding and Technology Self-Efficacy: Affordances of an iPad-based Physics Curriculum Matthew Conway1, Dr. Deepika Menon2, Dr. Meera Chandrasekhar3, & Dr. Dorina Kosztin3 1,2Department of Physics, Astronomy, and Geosciences, Towson University, 3University of Missouri-Columbia mconwa9@students.towson.edu1, dmenon@towson.edu2 Problem Research Questions Qualitative Analysis 1: How does the Exploring Physics curriculum influence prospective elementary teachers’ science conceptual understandings and technology self-efficacy? 2: What affordances of the Exploring Physics curriculum support prospective teachers’ technology self-efficacy? The use of mobile technologies such as iPads, tablets, and smart phones have been the most recent trend in educational contexts (Pegrum, Howitt, & Striepe, 2013; Zhang, 2015). However, challenges associated with teachers’ use of mobile technologies have been noted (Brown, Englehardt, & Mathers, 2016) such as: Lack of training during preservice teacher preparation. Availability of appropriate activities, or curriculum to include mobile technologies in science teaching. Self-efficacy for technology integration, that is, a teacher’s belief in their capacity to work effectively with technology (Wang, Ertmer, Newby, 2004). As Learners “I liked having all the information for the class in one compact location.  It made it easier when it came time to study for tests and quizzes.” Organization “I thought it was very convenient to have the iPads for notes. It was a lot easier to carry around versus a textbook.” Portability “One benefit students gain from using an iPad is the option to have simulations and videos to help students visually see concepts.” Videos Exploring Physics As Teachers “I will be able to teach my students about the different tools that technology has to offer and how to navigate the iPad.” Positive Attitudes for Technology Integration “As a future teacher, it taught me how to deal with technology in the classroom whether it was on how to use an iPad or how to deal with technology problems in the future.” Improved Confidence for Technology Integration The Exploring Physics curriculum utilizes an interactive inquiry and modeling-based pedagogical approaches. Unique design features are: High interactivity and student engagement (eight units on various physics topics) Model-building tools (drawing, graphing, adding text, data tables, and equations for problem solving) Scaffolds for guided inquiry (resources such as reference tips, reading pages, videos, and simulations) Teacher guide (support system for teachers, videos for lab set-up, common student misconceptions) Theoretical Framework So The FRAME Model: According to Koole’s (2009) Framework for the Rational Analysis of Mobile Education, mobile learning is the interaction of three aspects: Mobile Learning Device Social Learner Quantitative Results Variable Sum of Squares df Mean Square F Sig. Partial η2 Conceptual Understanding 572.062 1 112.710 .000** 0.610 Technology Self-Efficacy 252.493 4.446 .038* 0.058 Summary/ Implications This study provides evidence for the effectiveness of the Exploring Physics curriculum in the following ways: Affordances of mobile technologies improved prospective teachers' physics conceptual understandings as a leaner. Positive changes in perspectives on integrating technology in their future classrooms. Teacher educators should continue to support prospective teachers for using technology, as the technology self-efficacy will be carried into future classrooms. Methodology The study was conducted at a large public university in a physics content course (N = 73). Participants were early childhood and elementary education majors. Data sources included two Pre-and-Post-surveys: Physics Conceptual Test and a Technology Self-Efficacy Survey and Open-ended questionnaire. We used a repeated measures analysis of variance using IBM SPSS 24.0, and qualitative analysis to reveal trends that supported changes in participants’ views on technology. Acknowledgements This research was funded by Undergraduate Research and Creative Inquiry Research Grant, Faculty Development Research Committee (FDRC) Grant and Fisher College of Science and Mathematics Undergraduate Research Grant, Towson University. References: Brown, C. P., Englehardt, J., & Mathers, H. (2016). Examining preservice teachers' conceptual and practical understandings of adopting iPads into their teaching of young children. Teaching and Teacher Education, 60, 179-190. Koole, M. L. (2009). A model for framing mobile leaning. Mobile learning: Transforming the delivery of education and training, 1(2), 25-47. Pegrum, M., Howitt, C., & Striepe, M. (2013). Learning to take the tablet: How pre-service teachers use iPads to facilitate their learning. Australasian Journal of Educational Technology, 29(4), 464-479. Wang, Ling; Ertmer, P. A., & Newby, T. J., (2004) Increasing Preservice Teachers’ Self-Efficacy Beliefs for Technology Integration, Journal of Research on Technology in Education, 36:3, 231-250, DOI: 10.1080/15391523.2004.10782414. Zhang, Y. A. (Ed.). (2015). Handbook of mobile teaching and learning. Berlin: Springer-Verlag.