Technology in Teaching


While teachers’ conservative attitude toward technology has been distinguished as a roadblock to effective technology integration in classrooms, it is often optimistically assumed that this issue will decide when the digital generation enters the teaching profession.Utilizing a mixed methodology approach, this study proposed to analyse the current technology usage of digital generation student teachers and the impact of potential interior and external barriers (such as self-efficacy, risk taking, and technology access and support) on their utilization of engineering.Seventy-one student teachers first responded to an online survey regarding their technology usage in classrooms.Subsequently, six participants were purposefully selected, based on their survey responses, to participate in follow-up interviews about their attitudes toward technology and challenges of incorporating technology into instruction.The determinations of the survey proposed that digital generation student teachers’ use of technology in the classroom was significantly correlated with their self-efficacy, perceived computer skills, and technology access and funding.Nevertheless, the participants’ perceived level of risk taking was not linked to their usage of applied science in the schoolroom.The determinations of the survey indicate that digital native student teachers have not necessarily become more comfortable keeping pace with the fast pace of change in engineering science.Implications and limitations of the findings are discussed

Keywords: Digital Generation, Student Teachers, Classroom Technology Integration, Internal and External Barriers

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