The preparedness of pre-service science teachers to integrate technology in their science classrooms

This study explores fourth-year science student teachers’ preparedness to use technology in the classroom during their final internship in a partner school. The study used a descriptive survey design. The respondents included 120 student teachers, 8 mentors, and 8 supervisors. The student teachers were selected using a simple random sampling technique, while the mentors and supervisors were selected using a purposive sampling technique. Data was collected using questionnaires and interview schedules. The results of the study revealed that pre-service teachers were ill-prepared to integrate technology into their science classrooms. Their concerns were that they lacked the appropriate skills and competence to integrate technology specifically into the teaching and learning of science. The research, therefore, suggests the need to introduce courses that will prepare and equip pre-service science students to integrate technology and further develop their technology integration practices in their teaching.