Full Text (PDF)
Abstract
The integration of mobile technologies into early childhood education presents promising opportunities; hence, this study examined how preservice teachers at a rural South African university utilise mobile technologies to support early science learning. Framed by the technological pedagogical content knowledge model, this qualitative case study investigated preservice teachers’ perceptions, practices, and challenges during teaching practicum. Data were collected through semi-structured interviews and classroom observations with ten preservice teachers and were analysed thematically. Findings reveal that while preservice teachers recognise the potential of mobile technologies to enhance curiosity and active participation in science lessons, they do not see clear connections between technology use and child-centred pedagogy; their implementation is often constrained by limited access to devices and contextual barriers. The study highlights the need for targeted support and professional development to equip preservice teachers with the skills and confidence to effectively integrate mobile learning strategies into early science learning. The study contributes to the growing discourse on digital pedagogies in early childhood science education.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 21, Issue 12, December 2025, Article No: em2752
https://doi.org/10.29333/ejmste/17504
Publication date: 03 Dec 2025
Article Views: 35
Article Downloads: 13
Open Access References How to cite this article