M-Learning in Art-Education Yelda Usal and Atilla Şirin Firat University Education Faculty, Elazıg, Turkey Email: yeldausal@mynet.com, asirin@firat.edu.tr Abstract—M- or smart) phones, computers, and internet in teaching-learning process, have also had a broad repercussion in art education in Turkey. Because, especially in higher education, the use of these technologies is very common. What imposes the use of mobile technology is that these technologies offer significant opportunities for art education and the potential to provide alternative perspectives. However, the use of mobile technologies in art education depends, above all, on students' perception, awareness, and The goal of this research is to determine the views of candidate teachers at İnönü and Fırat Universities in 2014- 2015 academic year on the use of mobile technologies in art education. The research was conducted on 148 teachers. The data were obtained through Likert-type questionnaire. To analyze the data, descriptive statistical techniques were utilized. The findings showed that candidate teachers use internet and mobile (or smart) phones to access information and to research, and that they find them useful for academic achievement and creativity. However, students are not fully aware of the opportunities offered by mobile technologies for art education. They, under the influence of traditional understanding, perceive mobile technologies as a tool rather than as a source or setting. Their awareness in M-Learning is low, and they are not aware of transformation in the form of transition to positivism beyond paradigms taking place on a global scale in education. This case brings into disrepute Turkey's "information society" goal in art education. Index Terms—m-learning, mobile technologies, mobile (or smart) phones, art education, internet in art education I. INTRODUCTION Education is as much responsive to technological developments as to scientific, social, economic, political growth and developments, or even more. Looking at the modern world, a profound effect of technological developments on all aspects of the educational system of can be observed clearly. This case, which is described as a reflection of advanced technology on education, is seen most prominently in information and communication technology [1] and [2]. The most obvious example of this is the internet. With the emergence of internet and its gaining prevalence, Information Age, which has already started, has gained another momentum and dynamism. Internet technologies, eliminating the time and space constraints in ongoing traditional face-to face "teacher- student-blackboard" trilogy, has been so effective that Manuscript received May 20, 2015; revised October 13, 2015. they have formed milestones like "before and after internet". The internet has been utilized in education in many ways. One of these ways is the use of mobile technologies, which is described as mobile information and communication devices like mobile (or smart) phones or PDAs. Mobile technologies, which have effected learning process in education radically in developed countries, have also effected education and particularly higher education quickly. When considered that almost all the university students are mobile (or smart) phone users (at a rate about %90), there is no way of denying it. The use of mobile technologies in education is called M-Learning. Although the use of them was limited at the beginning, in parallel with the development of internet and mobile phone technology, m-learning has become widespread, particularly in higher education. Keegan (2001) described mobile learning as conducting education by using of PDAs, hand-held computers, and mobile phones. What makes mobile learning advantageous is the widespread use of mobile devices [3]. The main objective in mobile technologies is to provide learners with flexibility, and the opportunity to access to information at any time and place. Today, a new generation of phones called smart phones and 4-D internet technologies offer their users chances like to access to internet, to browse, and to take photograph. With M-Learning, it has become possible to work with different kinds of virtual materials, and to display learning products at any time and place. So, these advantages have favoured the use of mobile technologies in art education as well. Today, in developed countries, it is seen that art has changed its concept shell with the impact of advanced technologies like the internet. New art and artistic activities connected to the computer and technology is remarkable [4]. In fact; art education, which prioritize imagination, creativity and visuality, is very responsive to the possibilities of reaching art works and their knowledge via the internet, transmitting and sharing visual art objects. Therefore, M- Learning, providing the students with almost limitless visual objects and materials independent of time and place, has the potential to offer new opportunities for art education. The researches on the subject show that the use of mobile technologies have improved students' success [5]. The opportunities that could be provided by mobile technologies for art education can be summarized as presenting more accessible information and objects with less cost, an alternative art education, opening to sharing artistic works in a wide range, accessing to 129 © 2015 International Journal of Learning and Teaching International Journal of Learning and Teaching Vol. 1, No. 2, December 2015 doi: 10.18178/ijlt.1.2.129-133 Learning, referring to the use of mobile ( views on this subject.