Abstract
Information and Communication Technology (ICT) integration has become crucial in modern pedagogy; however, English teachers face challenges in effectively implementing these digital technologies. This study examines ICT experiences, opportunities and barriers among pre-service English teachers, and pedagogical efforts of Indonesia’s Pendidikan Profesi Guru (PPG) or Teacher Professional Education Program (TPEP) in utilising classroom technologies. A mixed-methods approach was employed, integrating quantitative data from 300 online survey responses and qualitative insights from 24 semi-structured interviews with pre-service English teachers, as well as 24 open-ended question responses from lecturers. The quantitative data were analysed using descriptive statistics, factor analysis, and inferential statistics, while thematic analysis was employed for qualitative data.Results indicate that pre-service English teachers actively utilise digital technologies, employing various devices and online services with strong motivation and advanced skills. They demonstrate high proficiency in ICT for general and instructional purposes, exhibiting commendable digital literacy. However, proficiency varies based on gender, age, education, and teaching experience. Participants identified key barriers and enablers affecting the integration of ICT, which differ according to region and educational background. The study revealed a significant positive correlation between ICT enablers and the use of ICT, as well as a noteworthy negative correlation between ICT barriers and usage, and a negative correlation between barriers and usage. Insights from the open-ended questions indicate that the TPEP has made efforts to enhance the ICT capabilities of pre-service English teachers.
Interview data uncovered four themes in ICT utilisation: creating media, learning material resources, interactive e-learning tools, and assessment tools. Two key adoption barriers emerged: infrastructure limitations (internet access, hardware, and electricity) and restrictions/ policies. Four enablers were identified: improved personal technology, sharing resources, administrative support and endorsement, and instructional support.
This study contributes a comprehensive framework for ICT use, barriers, and enablers in educational contexts, particularly for Indonesian and other similar settings. The results provide evidence for further research to expand sample sizes, assess students’ experiences with ICT integration, and evaluate ICT integration across various institutional and cultural contexts.
| Date of Award | 2025 |
|---|---|
| Original language | English |
| Supervisor | Sora PARK (Supervisor) & Caroline FISHER (Supervisor) |