Pre-Service Teachers’ Perceptions of their ICT Integration Preparedness; A Case Study of the University of Kabianga

This study investigated the perceptions of final year pre-service teachers ICT Integration preparedness as they complete their studies. The study sample was obtained from student teachers enrolled for Bachelor of Education programs at the University of Kabianga. The study sought to explore pre-service teachers’ perceptions of the potentials of ICT, impact of ICT, usefulness of ICT use in learning, extent of training on ICT integration, self-efficacy in using ICT for teaching and learning and, and intention to integrate ICT in their future instructional practice in relation to their training in the University. The main focus was on their preparedness to integrate ICT in teaching as a trained teacher. The research data was obtained from self-administered online survey questionnaire identified as Pre-Service Teachers’ Perceptions of their ICT Integration Preparedness Questionnaire (PTPIIPQ). Estimation of the reliability of the instrument gave a Cronbach Alpha coefficient of 0.783 and therefore found appropriate for use in data collection. This instrument gave data on pre-service teachers perceptions of ICT use and their readiness to use technology as a tool in teaching and learning to help students learn. The online survey was open to all pre-service teachers and consisted of a series of 5-point Likert scale responses that were based around the Technological Pedagogical Content Knowledge (TPACK) framework by Koehler and Mishra (2009). Responses of pre-service teachers pursuing Bachelor of Education were examined and a number of key themes relating to their perceptions identified. The descriptive statistics from an online survey show that perceived potentials of ICT, impact of ICT and usefulness of ICT are key factors influencing the integration of ICT in the classroom in a positive way. This is shown by the overall Strong Positive Perception from pre-service teachers in all these three domains. Furthermore, more than 66% of the pre-service teachers intend to integrate ICT in their teaching and learning. However, their perception on the extent of their training in ICT integration during their course work is somewhat negative. This was further made clear by their self-efficacy which though positive is weak. It was inferred that the pre-service teachers had challenges in using digital tools as a teaching and learning tool in the classroom. Notwithstanding these challenges, pre-service teacher professional development programs should promote stronger curricula that address critical thinking as well as the integration of technology to enable pre-service teachers to become a powerful agent for promoting change in the classroom. The survey data and indicated that the pre-service teachers had a positive perception about the usage of technology which if well nurtured can enhance its effective integration into the teaching and learning process. Overall, the pre-service teachers expressed that there is need to revamp all their teacher education courses by infusing technology use to support their ICT integration preparedness.