Abstract
The ephemeral nature of life is such that what was present in our lives yesterday may undergo a transformation or cease to exist altogether, as if it had never been. Technology has emerged as a significant factor in mitigating the challenges posed by various crises, particularly during recent global pandemics, natural calamities, and mass migrations. Undoubtedly, the incorporation of technology in the realm of education is a significant phenomenon. Currently, attention is directed towards academic institutions that offer programs for teacher education. Numerous responsibilities are assigned to the faculty members who provide instruction to individuals pursuing a career in teaching. The education of pre-service teachers regarding technology necessitates a distinct emphasis and instruction. The primary subject matter of this chapter pertains to the instruction of technology integration for pre-service English teachers, with a particular emphasis on the digital divide.
TopIntroduction
The pervasive presence of technology in contemporary society has generated novel prospects and demands for educators and learners alike. However, the utilization of technology in the instruction of foreign languages has been relatively restricted (Kessler & Hubbard, 2017). The integration of the latest technological advancements in language education is not a straightforward process, as it cannot be assumed that personal and social practices can be seamlessly transferred into the classroom. While language teachers and students are the primary beneficiaries of these advancements, their effective integration requires careful consideration and planning (Winke & Goertler, 2008). Utilizing technological tools in the realm of education necessitates a distinct level of awareness and proficiency, despite their implementation (Al-Jarrah, Talafhah & Al-Jarrah, 2019). It is imperative to differentiate the utilization of technology for the purpose of learning rather than solely for the sake of technology (Koehler & Mishra, 2008). Consequently, it is imperative to provide foreign language instructors with the requisite expertise and competencies for choosing and integrating novel technological innovations into pedagogical approaches within the classroom setting (Kessler & Hubbard, 2017).
When examining the ability and inclination of university professors, who serve as pre-service teacher trainers, to incorporate technology into their instructional practices, the findings are not particularly encouraging. According to Duart’s (2011) analysis of the incorporation of the Internet into the teaching and learning process within universities, it has been confirmed that there is a low level of utilization by instructors, with only 50% of them employing it for pedagogical purposes. Marcelo, Yot, and Mayor (2015) corroborate the findings of Kedrova and Potemkin (2015) regarding the limited use of digital technologies by university instructors. Specifically, 44% of teachers reportedly use such technologies sparingly in their pedagogical approach, and when they do, they tend to rely on a narrow range of tools that primarily support lecture-based instruction rather than student-centered activities. Mercader and Gairín (2017) conducted a study examining the tools utilized by university instructors. Their findings indicate that visual presentations and virtual platforms are the most commonly used tools to support lecture sessions. In contrast, tools that require active participation from students, such as social networks, blogs, and augmented reality, are less frequently utilized and considered less important by instructors.
Given the widespread recognition among university educators, irrespective of their academic field, of the potential of digital technologies for facilitating learning (Hue & Jalil, 2013; Kurt, 2011), it is pertinent to inquire why these educators do not employ a wider range of digital technologies in their instructional practices. The significance of teacher education in technology integration is underscored by Pegrum (2014), who accentuates the advantages of this approach in terms of knowledge acquisition and collaborative learning. According to Kukulska-Hulme et al. (2017), individuals who have received professional training in classroom education possess robust pre-existing competencies and are motivated to refine and augment them in response to the technological advancements in learners’ communication practices that have emerged in the 21st century.
Key Terms in this Chapter
Technology: It refers to computers or other electronic equipment that connects or interacts with computers or other electronic equipment e.g., LCD projector, interactive whiteboard, digital camera, tablet, smartphone, student response system, et cetera). Technology also encompasses networks (e.g., Internet, LAN (local area network)) and computer software or applications.
Socio-Cultural Theory: This theory asserts that human mental functioning is organized by cultural concepts, activities and artifacts which is mainly a mediated process and individuals are conceived as utilizing their own cultural artifacts and forming new ones to regulate their behavioral and biological activities. Learning results from the dynamic interaction among individuals and cultural artifacts contributing the social formation of the mind and realization of social goals
Digital Divide: It commonly refers to the inequalities in accessing and using new forms of Information and Communication Technologies.
Lecturer: Specifically, as a job in a university or college of higher education, it is a person who delivers lectures.
Technology Integration: This is a general term covering the stages of technology use by teachers and may refer to the level, intensity, or frequency of technology used.
Constructivism: It is an epistemology, a learning or meaning-making theory, that offers an explanation of the nature of knowledge and how human beings learn. It maintains that individuals create or construct their own new understandings or knowledge through the interaction of what they already know and believe and the ideas, events, and activities with which they come in contact.
Pre-Service Teacher (PST): This word refers to those individuals who are now enrolled in a teacher preparation program and are actively pursuing their certification as teachers. The trainees engage in supervised field-based teaching experiences, receiving guidance and mentorship from university faculty members and cooperating teachers in K-12 settings. These individuals are students who have received formal education from institutions of higher learning with the aim of becoming professional educators. Individuals with limited or negligible prior teaching experience in a classroom setting.