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ICT competency and practicum of preservice teachers as digital natives: A mixed-method study

  • ICT competency and practicum of preservice teachers as digital natives: A mixed-method study
  • Taylor and Francis
  • 2022
    • Hong Kong
    • 1997.7 onwards
    • Post-Secondary Education
  • Along with the global trend of developing students’ 21st-century skills, teacher education must enable preservice teachers (PSTs) to improve students’ learning outcomes with Information and Communications Technology (ICT), and school practicum plays an essential role in the process. This study investigated Hong Kong PSTs’ ICT competency with or without teaching practicum completed and explored factors contributing to ICT competency in and beyond the practicum. This mixed-methods study began with a questionnaire to give a broad picture of the ICT competence of Hong Kong PSTs of English (N = 127), who were found to perceive themselves as competent with educational technology and their competencies of understanding ICT related policy and using ICT for professional development was enhanced after school practicum. A purposeful subset of the sample (N = 10) was interviewed based on their ICT competency scores, exploring the factors shaping interviewees’ readiness and ICT use in their teaching practicum. It highlights that digital native students do not naturally transform into teachers with ICT competency to facilitate 21st-century learning, and the practicum could play a more critical role in enhancing their ICT competence to future-proof their skills. Promoting ICT-friendly school culture and designing better teaching practicum programmes are suggested. Copyright © 2022 National Institute of Education, Singapore.
    • English
  • Journal Articles
    • 02188791
  • https://bibliography.lib.eduhk.hk/en/bibs/9d17e123
  • 2022-11-03

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