Investigating Which Challenges Considered by Pre-service Teachers Are Reflected with Their Technology Integration Self-efficacy

Abstract

This study explored pre-service teachers’ considered challenges regarding K-12 technology integration (TI) and their association with pre-service teachers’ TI self-efficacy. Using the content analysis approaches, the research team identified five challenges perceived by 212 pre-service teachers, and further found four significant associations between the challenges and their TI self-efficacy. Pre-service teachers’ considered challenges of differentiating students’ needs and using technologies to facilitate learning are positively correlated with their TI self-efficacy, while their considered challenges of applying theories and preparing technologies are negatively correlated with their TI self-efficacy. The results suggest that additional instructional modules should be designed to help pre-service teachers in distinguishing K-12 students’ needs and aligning TI with learning outcomes. Moreover, future TI instruction should incorporate practical TI cases, lesson plans, and technology evaluation training.