The preparation of student teachers in terms of integrating technology into curricula has been an essential element of second language teacher education programs in order to address to the evolving needs of the 21st century learners. Therefore, the issue of student teachers’ perspectives on technology integration has been a focus of attention for many years. However, research shows that student ... [Show full abstract] teachers do not feel well prepared to use technology in their future classrooms. Adopting a constructivist grounded theory approach to delve into this familiar situation, the study aimed to provide further insight on factors related to student teachers’ uptake of technology. A comprehensive survey was conducted to 814 student teachers in 18 different universities and four concomitant interviews were held with 20 student teachers in 4 different universities. The study has come up with two new perspectives on belief-related barriers and extends the existing research on student teachers’ concerns about their incompetency in making successful use of technology for instructional purposes. The implications arising from these findings for teacher education programs are discussed.
For the full-text article, please see