Pre-service Teachers’ Willingness to Integrate Technology into Teaching in a Teacher Education University in Ghana

Abstract

The study sought to predict the intention to integrate technology based on contextual knowledge from teacher trainees of a teacher training university in Ghana. The study used a descriptive survey design. A total sample of 345 male and female trainee teachers were involved in the study. The sampling technique adopted was the census, which gave equal opportunity to all 2,000 level 400 students. The study used a structured questionnaire for data collection. Data analysis was done using correlational and inferential statistical analysis. The results revealed that there was a perfect positive correlation between all contextual variables and intent to integrate technology into instruction. Further, it was revealed that the six contextual factors, singularly and collectively positively predict the intention of the teacher trainees to integrate technology. It was concluded that teacher education programmes should focus on improving belief systems of teacher trainees to promote effective technology integration in education. By addressing the contextual factors, teacher training programmes can better prepare pre-service teachers to meet the demands of 21st-century teaching and learning environments.