Factors affecting primary school pre-service teachers' use of technology during teaching practice

Abstract

This study investigated the factors influencing the use of technology among primary school pre-service teachers in Vietnam during their teaching practice. The study highlighted the important role of technology integration in education, especially in teacher training and examined how different factors influence pre-service teachers’ ability to effectively implement technology in the classroom. This study identified and validated key factors based on the TPACK and UTAUT frameworks using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). A total of 44 independent variables measured on a 5-point Likert scale were analyzed to assess reliability using Cronbach’s alpha coefficient. Data were collected from 658 third- and fourth-year teacher education students with 470 valid responses included in the analysis. Findings revealed five key factors influencing technology use during internships: educational policy, pedagogical content knowledge, facilitating conditions, performance expectancy and technological content knowledge. These factors were validated through CFA demonstrating their importance in shaping effective technology integration. This study highlights the need for teacher education programs to prioritize these factors to better prepare incoming teachers for technology-enhanced instruction. The study provides actionable recommendations for institutions and policymakers to enhance training programs and align resources to promote effective technology-supported instructional practices.