Changing mindsets: the attitude of pre-service teachers on technology for teaching

Abstract

In a context where there has only been limited success with Information and Communication Technologies (ICTs) in education, this paper explores attitudes towards the use of ICTs in South African pre-service teacher education. In particular, it looks at how cognitive and affective attitudes towards technology determine visions and scenarios of technology integration into teaching and learning practice. This note presents the results of an in-depth qualitative study involving exceptionally motivated pre-service teachers from two higher education institutions. Findings indicate strong intentions to integrate ICT in future teaching and the constant inclination to keep updated with technological evolution. Pre-service teachers view themselves as users of technology in order to keep up with what they perceive to be a technologisation of life and education. The integration scenarios envisioned by participants demonstrate a changing mindset where technology is not only an additional tool, but enables the advancement of new teaching and learning models centred on the active role of the student. A critical look at the study findings compels us to give accrued importance to how living and learning in a developing area determines meaningful articulations of pro-technology attitudes.