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Seven English education majors completed their practicum across two internship courses; COVID-19 required online training, while practicum teaching occurred in traditional on-site settings. Data came from twice-per-semester observations and semi-structured interviews using SAMR-based forms. Results indicate technology use to engage students, check comprehension, create materials, and assess understanding, with most PSTs operating at augmentation, fewer at substitution, and only one at modification. Interview findings highlight teacher motivation, ICT availability, and tool familiarity as key drivers, recommending SAMR training for reflective development.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-thai-efl-pre-service-teachers-technology-integration-based-on-samr-model/600323/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-thai-efl-pre-service-teachers-technology-integration-based-on-samr-model/600323.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"How does the study evaluate technology integration among Thai EFL pre-service teachers?","Question",{"text":111,"@type":112},"It analyzes participants’ technology use through the SAMR model using observation forms and semi-structured interviews conducted after each observation.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What did the observation data show about how PSTs used technological tools?",{"text":116,"@type":112},"Technological tools were used to engage students, check comprehension, create teaching content, and evaluate students’ understanding.",{"name":118,"@type":109,"acceptedAnswer":119},"Which factors influenced PSTs’ technology integration according to the interviews?",{"text":120,"@type":112},"Teacher motivation, availability of ICT equipment, and familiarity with technological tools significantly affected how PSTs integrated technology.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},600323,1792090464,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","OPEN ACCESS  \nResearch Article  \nContemporary Educational Technology, 2023, 15(4), ep457 ISSN: 1309-517X (Online)  \nExploring Thai EFL pre-service teachers’ technology integration based on SAMR model  \nAtipat Boonmoh 1  \n 0000-0003-0277-7385  \nIntrira Kulavichian 2*  \n 0000-0001-5698-0042  \n1 School of Liberal Arts, King Mongkut’s University of Technology Thonburi, Bangkok, THAILAND  \n2 Faculty of Humanities and Social Sciences, Nakhon Pathom Rajabhat University, Nakhon Pathom, THAILAND  \n* Corresponding author: [intrira@webmail.npru.ac.th](intrira@webmail.npru.ac.th)  \nCitation: Boonmoh, A., & Kulavichian, I. (2023) . Exploring Thai EFL pre-service teachers’ technology integration based on SAMR model. Contemporary Educational Technology, 15(4), ep457. [https://doi.org/10.30935/cedtech/13567](https://doi.org/10.30935/cedtech/13567)  \nARTICLE INFO ABSTRACT  \n\n| Received: 21 Jun 2023\u003Cbr>Accepted: 3 Aug 2023 | This study investigated how Thai EFL pre-service teachers (PSTs) use technology in their classrooms and the level of substitution, augmentation, modification, and redefinition (SAMR) they implement. Seven English education majors enrolled in the course “teaching internship 2”in their fourth year at a Thai university participated in the study. Due to COVID-19, the participants were trained to teach online, but during their teaching practicum, they were required to teach in a traditional on-site setting. Because of this novel arrangement, it was essential to investigate how these PSTs incorporate technology into the classroom. For the purpose of analyzing the process of educational technology integration, this study employed SAMR model. Observations and semi-structured interviews were used as data collection methods. Throughout the semester, observations were conducted twice. SAMR observation form was used to investigate how PSTs used technology in their teaching. Participants were asked to participate in an interview after each observation. The interviews included open-ended questions based on the conceptual framework of SAMR. Observation results show that technological tools were used to engage students, check comprehension, create teaching content, and evaluate students’ understanding. For the study, the participants were divided into three groups based on the extent of technological tools used. One participant was deemed tobe in the substitution stage, five participants in the augmentation stage, and only one participant in the modification stage. The results of the interviews indicated that teacher motivation and the availability of ICT equipment, as well as familiarity with technological tools, played a significant role in PSTs’ integration of technology into the classroom. The study’s conclusions are helpful in developing PSTs’ technology integration in EFL classrooms. SAMR model should be introduced to PSTs to let them critically reflect on and develop their own technology integration.\u003Cbr>Keywords: EFL, pre-service teachers, SAMR model, Thai students, technology integration |\n| --- | --- |\n| INTRODUCTION |  |\n\nTechnology has been a part of peoples’ lives for centuries, changing their daily activities, which in the 21st century can be performed by using mobile phones, computers, and other devices (Hamilton et al., 2016) . In education, the integration of technology in the classroom is viewed as an important strategy to increase the effectiveness of the teaching and learning process (Howard et al., 2000; Mirzajani et al., 2016) . Technology integration, even in so simple a form as searching for information on the internet encourages more active learning for students, makes learning enjoyable and helps students to learn more (Baytak et al., 2011) . Thus, effective teaching requires effective technology use (Ertmer, 2005) .  \nBefore the COVID-19 pandemic, everyone acknowledged that technology has numerous benefits for teaching and learning. Incorporating technology in the classroom can make learning more pleasant and enjo","cbCailbnE6NQQCcv","https://ap.wps.com/l/cbCailbnE6NQQCcv","pdf",429927,17,"English","# Introduction\n## Technology integration and COVID-19 impact\n## Internship context and school environment differences\n## School size classification and support availability","[{\"question\":\"How does the study evaluate technology integration among Thai EFL pre-service teachers?\",\"answer\":\"It analyzes participants’ technology use through the SAMR model using observation forms and semi-structured interviews conducted after each observation.\"},{\"question\":\"What did the observation data show about how PSTs used technological tools?\",\"answer\":\"Technological tools were used to engage students, check comprehension, create teaching content, and evaluate students’ understanding.\"},{\"question\":\"Which factors influenced PSTs’ technology integration according to the interviews?\",\"answer\":\"Teacher motivation, availability of ICT equipment, and familiarity with technological tools significantly affected how PSTs integrated technology.\"}]","Exploring Thai EFL pre-service teachers’ technology integration based on SAMR model | PDF",43]