Student teachers' smartphone academic uses and preferences: Perspectives for mobile-aided pedagogy

This paper reports on the essential factors for promoting the use of smartphone in teacher preparation programs in a small Philippine university. A qualitative interview consisting of purposefully selected nine pre-service teachers in a small teacher education institution was conducted. Interview responses treated qualitatively justify that the students' academic uses of smartphone and support of their university subject teachers are the practical benefits and enabling condition in smartphone-aided learning in teacher education respectively, alongside its share of disruptive tendencies and challenges. Perspectives for mobile-aided pedagogy are then suggested.