Perceived Impact of Digital Pedagogical Training on Technology Integration Among Preservice Teachers

Abstract

Digital pedagogy is a crucial aspect of teacher education aimed at equipping preservice teachers with the necessary skills and knowledge for integrating technology into their teaching. Previous studies have shown that digital skills are key in preparing preservice teachers to be capable of dealing with technology for effective teaching solutions. Consequently, many teacher education programs lack comprehensive training in digital pedagogy, leading to ineffective technology integration. To date, little has been done regarding the impact of limited digital pedagogy training on technology integration among preservice teachers. This study examined how insufficient digital pedagogy training affects preservice teachers’ ability to integrate technology into their teaching practices in Lesotho. Following Transformative Learning Theory, the study adopted a qualitative research design grounded in interpretivism. 15 preservice teachers were purposively selected as the sample for the study for researcher’s convenience and data were analyzed using thematic analysis. The following challenges were identified as resulting from limited pedagogical training: limited integration of technology, low confidence and digital competence, fear of failure and insufficient training in digital pedagogy. Without adequate training, preservice teachers’ ability to effectively incorporate technology into their teaching practices will always be compromised.