Pre-service Teachers' Readiness For Digital Technology integration: The Case Of Ecole Normal Supérieure El Katiba assia Djebbar Constantine
Keywords:
Digital Literacy, Preservice Teachers, Teacher Education, Technology IntegrationAbstract
In today's digital educational landscape, effectively preparing pre-service teachers to integrate technology into their teaching practices is essential. This study investigated the preparedness of 146 final-year pre-service teachers at the Teacher Training School of Constantine, Algeria, for integrating digital technologies into their pedagogical practices. Utilizing an explanatory sequential mixed-methods design, data were collected via a survey assessing pre-service teachers' self-reported digital literacy levels and knowledge of technology integration frameworks, achieving a 69% response rate (N=101). Subsequently, semi-structured interviews were conducted with a purposive sample of 8 student teachers to explore the quantitative findings in greater depth. While pre-service teachers demonstrated high self-reported digital literacy and positive attitudes towards technology integration, interview results revealed a discrepancy between their perceived abilities and their practical application of technology in teaching. These findings highlight the need for teacher education programs to emphasize practical training in technology integration and to equip teacher educators with the skills and knowledge necessary to effectively model digital technology integration for pre-service teachers. Moreover, the study suggests that improving access to technological resources and providing targeted training on utilizing diverse technological tools are crucial steps in preparing pre-service teachers for the demands of 21st-century education.
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