IRMA-International.org: Creator of Knowledge
Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

Identifying Factors Influencing Pre-Service Teacher Readiness to Use Technology During Professional Practice

Identifying Factors Influencing Pre-Service Teacher Readiness to Use Technology During Professional Practice
View Sample PDF
Author(s): Chantyclaire Tiba (Cape Peninsula University of Technology, Cape Town, South Africa) and Janet Lesley Condy (Cape Peninsula University of Technology, Cape Town, South Africa)
Copyright: 2021
Volume: 17
Issue: 2
Pages: 13
Source title: International Journal of Information and Communication Technology Education (IJICTE)
Editor(s)-in-Chief: David D. Carbonara (Duquesne University, USA)
DOI: 10.4018/IJICTE.20210401.oa2

Purchase

View Identifying Factors Influencing Pre-Service Teacher Readiness to Use Technology During Professional Practice on the publisher's website for pricing and purchasing information.

Abstract

Pre-service teachers should be taught how to use technology so that they are equipped to use the knowledge and skills acquired in their professional practice. However, studies have shown that pre-service teachers are not adequately prepared to teach with technology. Therefore, the purpose of this study is to explore pre-service teachers' perspectives on factors that impact on their readiness to teach with technology. The TPACK and UTAUT2 models are used as frameworks. This is a qualitative study in which 16 pre-service teachers were involved in two focus group discussions, and the data obtained are deductively analysed. From the findings, a number of factors enabled and hindered teacher readiness to use technology. These factors include projects and workshops on technology, resources, and teacher-educators and mentor-teachers in schools modelling the use of technology. The study highlights the importance of consistent and effective modelling on the use of technology by teacher educators and mentor teachers in the schools in order to equip pre-service teachers to effectively teach with technology during professional practice.

Related Content

Khaleel Bader Bataineh, Mohammed Salem Atoum, Lama Ahmad Alsmadi, May Shikhali. © 2021. 11 pages.
Chantyclaire Tiba, Janet Lesley Condy. © 2021. 13 pages.
Zexuan Chen, Jianli Jiao, Kexin Hu. © 2021. 16 pages.
Sangeeta Sharma, Arpan Bumb. © 2021. 23 pages.
Michael W. Marek, Chiou Sheng Chew, Wen-chi Vivian Wu. © 2021. 21 pages.
Sergey Sakulin, Alexander Alfimtsev, Dmitry Sokolov. © 2021. 18 pages.
Nabil Hasan Al-Kumaim, Siti Hasnah Hassan, Muhammad Salman Shabbir, Abdulwahab Ali Almazroi, Hussein Mohammed Abu Al-Rejal. © 2021. 23 pages.
Body Bottom