Pre-service teachers' perceptions of the barriers to 'ICT' integration in their future instructional practice in a Gulf State

• Main Author: Al-Sharef, Tojan
• Other Authors: Anderson, Baaska ; Strivens, Janet
• Published: University of Liverpool 2018
• Online Access: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.762766

The purpose of this study is to assess pre-service teachers' confidence with technological pedagogical knowledge, their attitude toward ICT integration in education, intention to integrate ICT in their future career, and their evaluation of their teacher education program in terms of preparing pre-service teachers to utilize ICT in their future instructional practice. Furthermore, this study explores the relationship between TPK confidence, and the attitude toward and intent to integrate ICT among pre-service teachers. A quantitative method was employed to gather data from pre-service teachers at their senior year at their College of Education during the academic year 2014/2015. The evidence was then analyzed based on the original research questions. The study findings show that approximately half of the participants had neither the confidence nor the intention to utilize ICT in their future instructional practice. However, the majority of them also had positive attitudes toward ICT. The results show that there is a significant relationship between confidence and intention, with participants with less confidence about ICT skills in their instructional practice having no intention to utilize it in their future instructional practice. In addition, a significant relationship was evident between attitudes and confidence as participants believe that the use of ICT in teaching leads to better student learning outcomes. Evidence is mixed as to whether teacher education programs have a positive role in pre-service teachers' preparedness to use ICT in their future instructional practice. The research, therefore, suggests the need for effort on the part of both faculty members and policy makers to improve the teacher education program in the area of technology integration.