A Cross-Culture Examination of Preservice Teachers' Technology Integration Self-Efficacy

Abstract

The integration of technology is a critical component of educational practices in many countries, and it is a significant topic for a global educational audience. The COVID-19 pandemic has forced classroom instruction to transition to remote teaching in many countries, and it has highlighted the accelerated changes that technology can make to quality education. This has made the integration of technology and collaborative digital tools an even more critical element for successful teaching and learning. While the pandemic has stimulated interest in technology in education, it has unearthed problems in democracy and dignity as ideologies in education. One of the basic requirements of 21st century teachers is integrating interculturality into their work, and this is done most effectively using technology for global communication and transnational teaching projects. This chapter examines preservice teachers’ beliefs and self-efficacy regarding integration of technology and collaborative tools into teaching. Self-report data were collected from 265 undergraduate students enrolled in teacher education programs in diverse areas of the globe: Israel, the U.S., and China. The findings from the study showed significant differences among students from diverse cultural contexts.