“Do You Think You Have What it Takes?” – Exploring Predictors of Pre-Service Teachers’ Prospective ICT Use

Abstract

Despite extensive efforts to support teachers with the integration of information and communication technologies (ICT) into their classroom practice, current research reports that teachers face immense challenges when integrating ICT into their teaching. This issue has become even more relevant with the rapid spread of the COVID-19 virus, forcing schools around the world to close for an indefinite period of time and thus to offer remote digital learning solutions. Against this background, this study focused on examining the predictors of pre-service teachers’ prospective ICT use and investigated the heterogeneous results of previous research related to ICT use and gender. Following the ‘will, skill, tool’ framework, the study examined relevant factors of pre-service teachers’ (N = 103) prospective ICT use for teaching and learning processes by means of multiple regression analyses. The analyses included pre-service teachers’ background characteristics, ICT profiles (attitudes and self-efficacy), digital competencies and use of digital tools in order to explore their role in future in-class use of ICT. They also show that there are no gender differences in pre-service teachers’ prospective ICT integration. However, male pre-service teachers hold more positive attitudes towards ICT use than their female counterparts. Additionally, the findings reveal that the two strongest predictors of pre-service teachers’ future ICT use are their attitudes and perceived competency to teach and implement technology in their teaching practices. Finally, the results provide important information about teachers’ training needs. Implications of the results and further research are discussed.

Dispositions of Technological Knowledge in Teacher Candidates – An Analysis of Predictors

“…According to studies about the TAM and WST model, technological attitudes are central for the prediction of media use (Scherer et al, 2019;Drossel et al, 2019;Pozas & Letzel, 2021). Within the WST model and also Rubach & Lazarides (2019) show that there is evidence of a relationship between digital competencies and attitudes.…”

Unpacking the motivational variables which impact engagement in Lesson Study as a form of professional development among practicing mathematics teachers

“…There are several reasons for this aim. Firstly, self-efficacy is a well-established predictor of individual attitudes/interests across many teaching domains such as, attitudes towards inclusion (Savolainen et al, 2022) and attitudes towards ICT usage in future practice (Pozas & Letzel, 2021). Therefore, not only is it prudent to examine the relationship of self-efficacy to attitudes towards lesson study and participation, but it is also theoretically motivated as our work additionally seeks to MOTIVATIONAL VARIABLES WHICH IMPACT ENGAGEMENT IN LESSON STUDY 11 capture data from those who have not yet engaged in lesson study.…”

Gestión curricular y desarrollo de la competencia digital docente en la formación inicial del profesorado

“…La pandemia ha generado cuestionamientos sobre si los futuros docentes están preparados para afrontar los desafíos de la educación actual, donde existe alta presencia de la tecnología digital (Pozas & Letzel, 2021). Esto teniendo presente que, aunque los docentes en formación usan ampliamente la tecnología, carecen de conocimientos pedagógicos para integrarlos de manera efectiva (Luik, Taimalu & Suviste, 2018;Roulston, Cowan, Brown, Austin & O´Hara, 2019).…”

“…No obstante, la apropiación de las TIC en los procesos pedagógicos tiene poca presencia o no se analiza con profundidad en los currículos de la FID (Tiede, 2020). Se considera que hace falta planes integrales para la preparación del futuro docente frente a la apropiación de la tecnología digital en las prácticas pedagógicas (Buss, Wetzel, Foulger & Lindsey, 2015;Masoumi, 2021), ya que existen pocas oportunidades de desarrollar conocimientos avanzados relacionados con la tecnología educativa, por el poco el tiempo dedicado a este tipo de tareas en la FID (Voogt & McKenney, 2017), y por otra parte, los planes de estudio de la formación del profesorado no garantizan un proceso de aprendizaje a lo largo de la vida y el desarrollo de la CDD (Pozas & Letzel, 2021).…”

“…En este sentido, es importante que desde la FID los docentes sean competentes en el uso efectivo de las TIC en los procesos pedagógicos, y desde la gestión curricular de los programas de formación del profesorado se logre atender las actitudes y la autoeficiencia de los futuros docentes y promover experiencias de aprendizaje genuinas y vinculadas a las prácticas pedagógicas que promuevan la CDD (Pozas & Letzel, 2021). Las instituciones formadoras de docentes deben ser gestoras del conocimiento pedagógico, y deben ir más allá de promover los conocimientos disciplinares a un análisis y comprensión de la escuela, de acuerdo a las necesidades y retos de cada contexto, y el avance de las TIC (Ministerio de Educación de Colombia, 2013).…”