Mobile applications in early childhood teacher education: an exploratory case study of TPACK development and educational technology use anxiety

This research examines how integrating mobile applications within a teacher education course influences pre-service preschool teachers’ Technological Pedagogical Content Knowledge (TPACK) development and educational technology use anxiety. The research was conducted as an exploratory case study embedded within an Early Childhood Mathematics course in a teacher education program. The participants were 67 pre-service preschool teachers enrolled in the course. Quantitative data were collected using the Technological Pedagogical Content Knowledge (TPACK) Scale and the Educational Technologies Anxiety Scale both of which were administered before and after a seven-week instructional implementation supported by a mobile application. To gain deeper insight into participants’ experiences, structured interviews were conducted with individuals selected on the basis of quantitative results. The quantitative findings indicated an increase in participants’ TPACK levels and a decrease in technology-related anxiety. Qualitative findings showed that participants developed greater pedagogical awareness, confidence, and willingness to integrate mobile applications into early childhood teaching practices. Overall, the findings suggest that course-embedded mobile application experiences can support both pedagogical competence and emotional readiness for technology integration in early childhood teacher education.