Understanding Teacher Educators’ Perceptions and Practices about ICT Integration in Teacher Education Program

Abstract

This study explored the perceptions and practices of teacher educators in integrating information and communication Technology (ICT) in teacher education programs. The study adopted a phenomenological design under the qualitative research approach that included eighteen selected participants from a teacher education university college. Data collection employed semi-structured interviews, observations, and documentary reviews. The authors adopted the Braun and Clarke (2006) thematic analysis model for data analysis. The findings showed that while young and inexperienced teachers showed readiness to use ICT, some teacher educators do not understand the logic behind using technology and hence question the rationale for applying it to their teaching. At the same time, equipment challenges, large teaching burdens, and time limits were the critical barriers to integration. Again, the findings revealed that teacher educators use different software and learning platforms, use social media, gather online information, and access learning materials through journal subscriptions to enhance preservice teachers’ learning. Thus, integrating ICT during teacher training is paramount, and teacher educators should be assisted and encouraged to develop positive attitudes in learning and to apply ICT in their teaching practices. Concomitantly, equipping preservice teachers with ICT-based pedagogical skills, not only through specialized ICT courses, but also through observing how teacher educators use it, has a significant impact on transforming teaching practices in their future classrooms.

Information and Communication Technologies in Primary Education: Teachers’ Perceptions in Greece

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The emerging of digital revolution: A literature review study of mobile and android based e-pocket book in physics learning

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Exploring Effective ICT Integration Strategies in Education: A Case of Two Public Primary Schools in Mombasa, Kenya

“…In their recent study Lasito and colleagues highlighted pedagogical challenges as barriers in integrating ICT in teaching and learning (T/L) Lasito et al (2023). Similarly, the research conducted in Tanzania by Ngao et al (2022) underscores that teacher educators often lack the essential professional training required for seamless technology integration, leading to difficulties in incorporating technology effectively. Barasa (2021) noted shortage of training is a significant barrier to the successful integration of ICT into teaching practices.…”