Pre-service teachers’ preparedness, adoption, and integration of ICTS for technological pedagogical practice at a higher education institution in South Africa

Abstract

Integration of information communication technologies (ICTs) and other digital innovations in teaching-learning has gained global popularity and thus become one of the most promising prospects, particularly in teacher training institutions. This research aimed to explore pre-service teachers’ level of preparation, adoption, and integration of ICT in their pedagogical skills during classroom presentations, and in their professional development. The study is underpinned by three prominent technological theories: Technological Pedagogical Content Knowledge (TPACK), Technology Acceptance Model (TAM), and Technology Integration Planning Model (TIP) to provide a theoretical explanation for the potential implementation of technology in classrooms. Additionally, this study introduces the Pedagogy, Technology and Content (PTC) model, to illustrate how the interconnectedness between pedagogy, technology and content could facilitate effectiveness in teaching and learning in the modern classroom. This study employs a mixed method explanatory research design using a descriptive survey and interviews as sources of primary data collection. The quantitative research part adopt the use of a structured questionnaire with a five-level Likert-scale rating of Undecided (U), Strongly Agree (SA), Agree (A), Strongly Disagree (SD), and Disagree (D) which were administered to the participants. Relevant items in the questionnaire include statements developed from the seven dimensions of the TPACK, TAM, and TIP models on the extent to which students were prepared to integrate ICTs, and the challenges faced by the pre-service teachers in their use of ICTs in the classroom. SPSS (Statistical Package for Social Sciences) v25 was used to get the aggregated descriptive statistical mean values and regression analysis value of the dimensions of the administered questionnaire items. The population of this study comprised 300 third and fourth year Bachelor of Education (BEd) students in the Faculty of Education at a higher education institution in the Western Cape Province.