Pre-service English teachers’ perceptions of the effectiveness of ICT in teaching practicum

Abstract

The rapid development of Information and Communication Technology (ICT) has altered educational paradigms, necessitating the incorporation of digital tools into instructional practices. This study investigates pre-service English teachers' perceptions on the usefulness of ICT in their teaching practicums, with an emphasis on both the benefits and obstacles associated with employing these technologies. Using a mixed-methods approach that includes surveys and interviews, the study investigates how future educators perceive ICT's role in improving teaching efficacy, student engagement, and the overall learning environment, as well as potential drawbacks such as technical difficulties and increased preparation workloads. The study's results indicate that pre-service teachers generally perceive ICT as a beneficial tool that enhances the educational experience by facilitating more dynamic and interactive pedagogical approaches. However, the participants also reported encountering significant technical challenges and expressed concerns regarding the insufficiency of practical training in ICT applications. The findings underscore the imperative for teacher education programs to align more closely with the practical exigencies of contemporary classrooms. The report proposes augmenting ICT training to bridge the lacuna between theoretical understanding and practical implementation, thereby empowering pre-service teachers to effectively integrate technology into their instructional practices. This study contributes to the current discussion regarding the integration of technology in education, with the goal of informing policy decisions and pedagogical practices that improve the effectiveness of teaching and learning in a digitally developing context.