[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599857-105":59,"doc-detail-599857-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","investigation-of-pre-service-teachers-levels-of-readiness-to-technology-integration-in-education-research-paper","Investigation of Pre-service Teachers' Levels of Readiness to Technology Integration in Education - Research paper","","The study investigates pre-service teachers' readiness for integrating information and communication technology (ICT) into education, focusing on training and experience gained during education-school coursework. Using a survey model, the research draws on data from 832 pre-service teachers across four different faculties of education in Turkey. Data were collected with a scale developed by Tondeur, van Braak, Siddiq, and Scherer (2016) based on the SQD model. Results indicate insufficient training and support regarding ICT use during pre-service education, with statistically varying patterns by gender and faculty. Implications emphasize more realistic planning and implementation resources beyond human power to improve effectiveness and efficiency.",{"@graph":69,"@context":122},[70,84,105],{"@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/investigation-of-pre-service-teachers-levels-of-readiness-to-technology-integration-in-education-research-paper/599857/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/investigation-of-pre-service-teachers-levels-of-readiness-to-technology-integration-in-education-research-paper/599857.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about pre-service teachers?","Question",{"text":112,"@type":113},"It examines the levels of readiness of pre-service teachers to integrate technology into education, particularly the training and experience they gain during their teacher education programs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"The study uses a survey model with 832 pre-service teachers from four faculties of education in Turkey, and it applies a scale developed based on the SQD model.",{"name":119,"@type":110,"acceptedAnswer":120},"What major finding emerges from the data?",{"text":121,"@type":113},"Pre-service teachers do not receive adequate training and support for using ICT in education during their coursework, and the pattern varies statistically by gender and faculty.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599857,1792089572,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Investigation of Pre-service Teachers' Levels of Readiness to Technology Integration in Education  \nCem Cuhadar  \nTrakya University, Turkey  \nAbstract  \nThis study aims to expose the training and experience that pre-service teachers acquire in the course of their study at schools of education in regard to the use of information and communication technology (ICT) . The study adopts the survey model and its sampling is comprised of 832 pre-service teachers who attend four different faculty of education in Turkey.  \nThe data were collected by means of a scale developed by Tondeur, van Braak, Siddiq and Scherer (2016) on the basis of SQD (Synthesis of Qualitative Evidence) model. It was basically found that pre-service teachers do not receive adequate training and support in regard to the use of ICT in education during the courses of their study at faculty of educations. This situation varies statistically according to gender and the faculty of education variables. In the process of technology integration in teacher education, it is important in terms of effectiveness and efficiency that resources other than human and human power are handled in a more realistic way. So, it is considered that the findings of the present study may help in the processes of planning and implementing the technology integration in teacher education.  \nKeywords: Technology integration; Teacher education; Preservice teachers; Teacher  \ncandidates  \nIntroduction  \nVarious studies suggest that in such a long termed and costly process as ICT integration in education, it is necessary to use the human and non-human resources efficiently and to maintain a holistic analysis for successful attempts of integration (Demiraslan & Usluel, 2008; Goktas, Yildirim & Yildirim, 2009; Kabakci-Yurdakul, 2011; Koehler & Mishra, 2009; Sleegers, van den Berg & Geijsel, 2000; TEDMEM, 2015) . The fact that, despite all scientific findings, the problems regarding technological applications in education still continue, may be considered to signify that the core of the subject has not been handled yet. Although there are many vital components of successful technology integration in education, perhaps the most important of them, as well as the least emphasized one, is the process of teacher education. Jamieson-Proctor, Finger and Albion (2010) argue that the quality of the teacher is a critical factor that affects the success on the part of students. Teo (2015) asserts that teachers play a key role in successful technology integration for teaching and learning. No matter how much convenient the components of integration might be, from the technological infrastructure to the legal and administrative issues, the implementer are teachers and success is directly proportionate to his/her relevant capacity and performance. As atypical example, it is obvious that quality teacher education primarily underlies the successful  \neducational system of Finland, which has received attention all around the world due to the results of PISA exams since 2000’s (Sahlberg, 2010) . Demirli (2013) contends that, despite the high level of investments in ICT, the level of effective use is quite low. Likewise, in a report published by OECD (2015), it is argued that, despite the common use of ICT around the world, there is no sound evidence for its positive impact on students’ academic achievement, e.g. their scores in mathematics and reading. One of the basic reasons of this situation is that the teaching and learning process is focused not on pedagogic context but on the successive novelties in ICT integration. Besides, in technology integration attempts at schools, ICT is mostly used to facilitate the existing teaching methods instead of implementing a multi-faceted point of view in which different components are employed (TEDMEM, 2015; Teo, Chai, Hung, & Lee, 2008) . In other words, while a ICT-based transformation in learning is expected, the traditional teaching is maintained with the help of ICT. On t","cbCaitUzcIZZgKGV","https://ap.wps.com/l/cbCaitUzcIZZgKGV","pdf",667997,15,"English","# Introduction\n## Teacher education as a critical factor\n## ICT integration challenges and evidence\n## Context of teacher education and ICT in Turkey\n# Abstract\n## Study aim and design\n## Data collection and participants\n## Key findings and implications","[{\"question\":\"What does the study investigate about pre-service teachers?\",\"answer\":\"It examines the levels of readiness of pre-service teachers to integrate technology into education, particularly the training and experience they gain during their teacher education programs.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The study uses a survey model with 832 pre-service teachers from four faculties of education in Turkey, and it applies a scale developed based on the SQD model.\"},{\"question\":\"What major finding emerges from the data?\",\"answer\":\"Pre-service teachers do not receive adequate training and support for using ICT in education during their coursework, and the pattern varies statistically by gender and faculty.\"}]","Investigation of Pre-service Teachers' Levels of Readiness to Technology Integration in Education - Research paper | PDF",38]