Examining Pre-Service and In-Service Teachers’ Perceptions of Their Readiness to Use Digital Technologies for Teaching and Learning

Abstract

Abstract This study examines 105 pre-service and in-service teachers’ perceptions of the importance and helpfulness of digital technologies for their learning and their teaching as well as their perceived competence and level of interest in digital technologies. The descriptive statistics from an online survey show that all respondents (n = 105) found collaboration tools, learning management systems, and supplemental video the most helpful for both teaching and learning, and found podcasts, social media, and mobile apps to be the least helpful and important for both teaching and learning. The findings of this study have implications for in-service teachers, pre-service teachers, school administrators, and teacher educators. This study indicates a need to further examine how pre-service and in-service teachers’ beliefs about digital technologies influence their process of designing instruction and choosing whether to or how to use these technologies in their classrooms.