Evaluation of pre-service teachers' views on their ability to use instructional technologies

Abstract

In recent times, educational technologies have gained grounds in many fields of study. The use of technology to facilitate learning has increased over the past decade, but related problems in education and training are still on the surge. The aim of this study is to determine the opinions of prospective teachers about the skill levels of using and preparing the internet, computer and instructional technology according to different variables. The study was applied to the senior students studying at the classroom teaching department of a university of education faculty in Kazakhstan. Optional participation was provided.The 32 teacher-participants were asked 4 interview questions. Data were taken with a qualitative research method. The prepared questions were prepared to get the opinions of pre-service teachers studying in the classroom teaching department regarding the use of technology in educational technology, and the questions were applied by giving the final shape by the experts in their fields. The elementary school teacher candidates feel insufficient to use the internet and computer for teaching purposes. However, they stated that they are sufficient in using computers and internet search engines, they can prepare simple materials for teaching purposes and they cannot prepare multi-purpose teaching devices.
 
 Keywords: teacher candidate, technology, educational technology;

Learning Experiences and Perceived Competencies to Integrate Instructional Technology among Pre-service Teacher Trainees at Busitema University

“…The findings by Ciptaningrum et al (2021) are consistent with those of Bilici et al (2016) and Koehler et al (2014) that teachers need to possess technology, TPACK to effectively integrate technology in their classrooms. Some literature shows that though pre-service teacher trainees acquire some technology skills in teacher education, many of them face challenges in planning technology-driven lessons and teaching with technology during school practice (Kisalama & Kafyulilo, 2012;Mandera, 2018;Ramazanova et al, 2021;Jita, 2018;Wetzel et al, 2014). Alsharief (2018) revealed that more than 50% of the preservice teacher trainees at the teachers college in Gulf State did not have the required skills to confidently integrate technology into their lessons.…”