The growing popularity of mobile technologies in educational settings, from grade schools through college, has prompted science educators to prepare preservice teachers to successfully integrate technology into science teaching. This mixed‐methods study explores the effectiveness of a mobile technology‐based physics curriculum, Exploring Physics, on preservice elementary teachers' technology self‐efficacy. Participants included 67 preservice elementary teachers enrolled in a specialized physics content course at a large public university in the United States. The experimental group (N = 34) used the Exploring Physics curriculum on iPads, and the comparison group (N = 33) used a hard‐copy version of a similar curriculum. Data sources included a technology self‐efficacy survey administered as pre‐ and posttests, focus group and individual interviews with 24 participants at two time points, weekly classroom observations, and artifacts. Data analyses included repeated measures analysis of variance and posthoc t tests with Bonferroni adjustments and grounded theory techniques. The results showed significant positive changes in the experimental group participants' technology self‐efficacy. In contrast, there was a significant decrease in the comparison group participants' technology self‐efficacy. Several affordances of the curriculum assisted the experimental group participants in developing an appreciation for using mobile technologies in science teaching. Implications for preservice teacher preparation for technology integration in science teaching are discussed.

中文翻译：

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基于移动技术的物理课程对职前小学教师技术自我效能的影响

从小学到大学，移动技术在教育环境中的日渐普及，促使科学教育工作者为职前教师做好准备，以成功地将技术整合到科学教学中。这项混合方法的研究探索了基于移动技术的物理课程“探索物理”对职前小学教师技术自我效能的有效性。参加人员包括67名在美国一所大型公立大学就读物理专业课程的职前基础教师。实验组（N  = 34）在iPad上使用了探索物理课程，比较组（N = 33）使用了类似课程的纸质版本。数据来源包括作为自我测试前和后测试进行的技术自我效能调查，焦点小组和在两个时间点对24名参与者进行的个人访谈，每周课堂观察和人工制品。数据分析包括的方差和事后重复测量分析吨Bonferroni调整和扎根的理论技术进行测试。结果表明，实验组参与者的技术自我效能有明显的积极变化。相比之下，比较组参与者的技术自我效能显着下降。课程的几项优惠帮助实验小组的参与者对在科学教学中使用移动技术产生了赞赏。讨论了在科学教学中对技术集成进行职前教师准备的意义。