Assessing the Challenges Faced by Prospective Teachers in Adopting Educational Technologies for Modern Classrooms

Abstract

The incorporation of technology has become an integral part of the teaching learning process, but the challenges being faced by prospective teachers regarding the effective use of technology for teaching learning purposes are creating difficulties for them. The research aims to identify the major challenges being faced by prospective teachers regarding the effective adoption of technology for teaching learning purposes. Moreover, the research aims to explore the role of digital pedagogical competence, institutional, and social factors in the effective adoption of technology for teaching learning purposes. A qualitative research design was adopted for this research, as it helps the researcher to gain an in-depth knowledge of the participants' perceptions regarding the effective implementation of technology for teaching learning purposes. A sample of 25 prospective teachers from teacher education programs at five public and private universities of the Gujranwala Division of Punjab, Pakistan, was selected for the research. The participants for 
the study were recruited through the use of purposive sampling, which ensured that the participants had previous exposure to technology during their coursework or teaching practice. The data collection method for the research was the use of semi-structured interviews, which allowed the participants to provide detailed information regarding the use of technology. After the data collection, it was analyzed using Braun and Clarke’s six-phase thematic analysis. The research revealed that the challenges facing the participants fell into four major categories, namely technological challenges, pedagogical challenges, institutional challenges, and personal challenges. Based on the research, it is clear that there is a need for teacher training, institutional support, and technological infrastructure to ensure the effective use of technology in the classroom.