<p>Equipping pre-service teachers with technology skills and knowledge is now regarded as a vital element of any teacher-training program so as to capacitate the new teachers to meet the educational demands of the twenty-first century. Therefore, it is important to establish whether these teachers do actually apply these skills when they first get to the field and if not, what could be the hindering factors. This study investigated technology use by pre-service teachers during teaching practice. The unified theory of acceptance and use of technology (UTAUT) was used as an evaluative framework for the study. Observations, interviews, and document analysis were used to collect data. The results indicated that the majority of the participants did not use technology in the delivery of their lessons, even though they reported high competency levels in the use of technology resources. The underlying reasons for this lack of technology use were identified. The results point to a need to develop a systematic and comprehensive strategy toward technology implementation involving all stakeholders to ensure a smooth transition for pre-service teachers as they move from training to practice and to have technology use reinforced at all levels.</p>
Abstract.The study investigated technology integration impact on students' reading achievement, student motivation, and teacher proficiency in technology integration. The objective of the study was to find ways to improve students' classroom experiences in order to foster learning. The focus was on improving students' reading scores. The importance of the study was that reading exam scores together with all other subjects were declining in selected community junior secondary school. Using the theory of experiential learning, we designed the single group pretest and posttest study. Three research questions were formulated and investigated. Data were collected from four junior secondary schools, two in Lobatse City and two in the city of Gaborone. A sample of 140 students was pretested and post tested for reading achievement and motivation after been exposed to the Interactive board technology teaching. (SMART board technology). Four teachers for the four classes were also pretested and post tested for proficiency after been trained. Data were analyzed using SPSS. Results showed that the integration of technology in the method of teaching improved, reading scores, motivation and teacher proficiency.
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