“Do You Think You Have What it Takes?” – Exploring Predictors of Pre-Service Teachers’ Prospective ICT Use

Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179–211.

Ajzen, I. (2005). Attitudes, Personality and Behavior (2nd ed.). Open University Press.

Ahsan, M., Sharma, U., & Deppeler, J. (2012). Exploring pre-service teachers’ perceived teaching-efficacy, attitudes and concerns about inclusive education in Bangladesh. International Journal of Whole Schooling, 8(2), 1–20.

Ananiadou, K. & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries. Paper presented at the New Millennium Learners Conference, 21st Century Skills and Competencies, Brussels Department of Education.

Agyei, D. D., & Voogt, J. M. (2010). Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology. Computers & Education. https://doi.org/10.1016/j.compedu.2010.08.017

Bas, G., Kubiatko, M., & Murat, A. (2016). Teachers’ perceptions towards ICTs in teaching-learning process: Scale validity and reliability study. Computers in Human Behavior, 61, 176–185. https://doi.org/10.1016/j.chb.2016.03.022

Baran, E., Bilici, S. C., Albaryrak, A., & Tondeur, J. (2017). Investigating the impact of teacher education strategies on preservice teachers’ TPACK. British Journal of Educational Technology. https://doi.org/10.1111/bjet.12565

Barbour, M. K., & Harrison, K. U. (2016). Teachers’ perception of K-12 online: Impacting the design of a graduate course curriculum. Journal of Educational Technology Systems, 45(1), 74–92.

Baturay, M., Gökçearslan, Ş, & Ke, F. (2017). The relationship among pre-service teachers’ computer competence, attitudes towards computer-assisted education and intention of technology acceptance. International Journal of Technology Enhanced Learning, 9(1), 1–13.

Bauer, P. (2011). Vermittlung von Medienkompetenz und medienpädagogischer Kompetenz in der Lehrerausbildung [ICT Competence Development in Teacher Training]. In T. Köhler & J. Neumann (Hrsg.), Wissensgemeinschaften. Digitale Medien – Öffnung und Offenheit in Forschung und Lehre (Medien in der Wissenschaft, Bd. 60, S. 294–303). Münster: Waxmann.

Baumert, J., & Kunter, M. (2006). Stichwort: Professionelle Kompetenz von Lehrkräften [Keyword: Teachers‘ professional competence]. Zeitschrift Für Erziehungswissenschaft [journal for Educational Sciences], 9, 469–520.

Breiter, A., Welling, S., & Stolpmann, B. E. (2010). Medienkompetenz in der Schule. Integration von Medien in den weiterführenden Schulen in Nordrhein-Westfalen [Digital competence in school. Intergration media in schools in Nordrhein Wastfalia]. Schriftenreihe Medienforschung der LfM [Written Media Research]. http://lfmpublikationen.lfm-nrw.de/modules/pdf_download.php? products_id=237

Botturi, L. (2019). Digital and media literacy in pre-service teacher education: A case study from Switzerland. Nordic Journal of Digital Literacy, 14(3), 147–163.

Bozkurt, A., & Sharma, R. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i–vi.

Cai, Z., Fan, X., & Du, J. (2016). Gender and attitudes toward technology use: A meta-analysis. Computers & Education, 105, 1–13. https://doi.org/10.1016/j.compedu.2016.11.003.

Celik, V., & Yesilyurt, E. (2013). Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education. Computers & Education, 60(1), 148–158.

Cha, E.-S., Kim, K., & Erlen, J. (2007). Translation of scales in cross-cultural research: issues and techniques. JAN: Research Methodology, 58(4), 386–395.

Chai, C. S., Koh, J. H. L., Tsai, C.-C., & Tan, L. L. W. (2011). Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57, 1184–1193.

Christensen, R., & Knezek, G. (2008). Self-report measures and findings for information technology attitudes and competencies. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 349–365). Springer.

Davis, N., Eickelmann, B., & Zaka, P. (2013). Restructuring of educational systems in the digital age from a co-evolutionary perspective. Journal of Computer Assisted Learning, 29, 438–450.

Dong, Y., Xu, C., Chai, C., & Zhai, X. (2020). Exploring the structural relationship among teachers’ technostress, technological pedagogical content knowledge (TPACK), computer self-efficacy and school support. Asia-Pacific Educational Research, 29(2), 147–157.

Drossel, B., Eickelmann, B., & Gerick, J. (2016). Predictors of teachers’ use of ICT in school – the relevance of school characteristics, teachers’ attitudes and teacher collaboration. Educational and Information Technologies. https://doi.org/10.1007/s10639-016-9476-y

Eickelmann, B. (2011). Supportive and hindering factors to a sustainable implementation of ICT in schools. Journal for Educational Research Online/journal Für Bildungsforschung Online, 3(1), 75–103.

Farjon, D., Smits, A., & Voogt, J. (2019). Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access and experience. Computers & Education, 130, 81–93. https://doi.org/10.1016/j.compedu.2018.11.010

Ferrari, A. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. Publications Office of the European Union.

Ferreira, E. (2017). The co-production of gender and ICT: Gender stereotypes in schools. First Monday, 22(10). https://doi.org/10.5210/fm.v22i10.7062

Field, A. (2013). Discovering Statistics Using IBM SPSS Statistics (4th ed.). SAGE Publications.

Fraillon, J., Ainley, J., Schulz,W., Friedman, T., & Duckworth, D. (Eds). (2019). Preparing for life in a digital age: IEA international computer and information literacy study 2018 international report. International Energy Agency.

Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for life in a digital age. Springer.

Gebhardt, E., Thomson, S., Ainley, J., & Hillman, K. (2019). Gender differences in computer and information literacy. An In-depth analysis of data from ICILS. Cham: Springer. https://doi.org/10.1007/978-3-030-26203-7_1.

Gill, L., Dalgarno, B., & Carlson, L. (2015). How Does Pre-Service Teacher Preparedness to Use ICTs for Learning and Teaching Develop Through Their Degree Program? Australian Journal of Teacher Education, 40(1), 36–59.

Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J.-J. (2017). Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441–449.

Grafe, S., & Breiter, A. (2014). Modeling and measuring pedagogical media competencies of pre-service teachers (M3K). KoKoHs Working Papers from the BMBF-funded research initiative. https://www.blogs.uni-mainz.de/fb03-kokohs/files/2018/05/WP_No._6_Current_International_State_and_Future_Perspectives_on_Competence_Assessment_in_Higher_Education.pdf#page=80

Gretter, S., & Yadav, A. (2018). What do preservice teachers think about teaching media literacy? An exploratory study using the theory of planned behaviour. Journal of Media Literacy Education, 10(1), 104–123.

Guillén-Gámez, F., Lugones, A. & Mayorga-Fernández, M. J. (2019). ICT use by pre-service foreign languages teachers according to gender, age and motivation. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1574693.

Haddock G., & Maio G.R. (2014). Einstellungen [Attitudes]. In Jonas K., Stroebe W. and Hewstone M. (Eds), Sozialpsychologie [Social Psychology]. Heidelberg: Springer.

Hämäläinen, R., Nissinen, K., Mannonen, J., Lämsä, J., Leino, K., & Taajamo, M. (2021). Understanding teaching professionals’ digital competence: What do PIAAC and TALIS reveal about technology-related skills, attitudes, and knowledge? Computers in Human Behavior, 117, 106672. https://doi.org/10.1016/j.chb.2020.106672.

Hatlevik, I. K. R., & Hatlevik, O. E. (2018). Students’ evaluation of digital information: The role teachers play and factors that influence variability in teacher behaviour. Computers in Human Behavior, 83, 56–63.

Hatlevik, O. E., & Arnseth, H. C. (2012). ICT, teaching and leadership: How do teachers experience the importance of ICT-supportive school leaders? Nordic Journal of Digital Literacy, 7(1), 55–69.

Hobbs, R., Cabral, N., Ebrahimi, A., Yoon, J., & Al-Humaidan, R. (2011). Field-based teacher education in elementary media literacy as means to promote global understanding. Action in Teacher Education, 33(2), 144–156.

International Society for Technology in Education. (2008). The ISTE National Educational Technology Standards and Performance Indicators for Teachers (NETS-T).

Jäger-Biela, D., Kaspar, K., & König, J. (2020). Lerngelegenheiten Zum Erwerb Von Digitalisierungsbezogenen Medienkompetenzen [Opportunities to learn digital media competences.].” In K. Kaspar, M. Becker-Mrotzek, S. Hofhues, J. König, and D. Schmeinck (Eds.), Bildung, schule, digitalisierung [Education, School, Digitalisation] (pp. 66–72). Münster: Waxmann.

Kaufman, K. (2015). Information communication technology: Challenges & some prospects from preservice education to the classroom. Mid-Atlantic Education Review, 2, 1–11.

Knezek, G., & Christensen, R. (2016). Extending the will, skill, tool model of technology integration: Adding pedagogy as a new model construct. Journal of Computing in Higher Education, 28(3), 307–325. https://doi.org/10.1007/s12528-016-9120-2

Knezek, G., Christensen, R., & Fluke, R. (2003). Testing a will, skill, tool model of technology integration. In Paper presented to the Annual Meeting of the American Educational Research Association (AERA). Chicago, IL.

Knezek, G., Christensen, R., Hancock, R., & Shoho, A. (February 2000). Toward a structural model of technology integration. Paper presented at the Hawaii Educational Research Association Annual Conference, Honolulu, HI.

Krause, M., Pietzner, V., Dori, Y. J., & Eilks, I. (2017). Differences and developments in attitudes and self-efficacy of prospective chemistry teachers concerning the use of ICT in education. EURASIA Journal of Mathematics Science and Technology Education. https://doi.org/10.12973/eurasia.2017.00935a

König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to Online Teaching During COVID-19 School Closure: Teacher Education and Teacher Competence Effects Early Career Teachers in Germany. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2020.1809650

Kreijns, K., van Acker, F., Vermeulen, M., & van Buuren, H. (2013). What stimulates teachers to integrate ICT in their pedagogical practices? The use of digital learning materials in education. Computers in Human Behavior, 29(1), 217–225.

Maderick, J., Zhang, S., Hartley, K., & Marchand, G. (2015). Preservice teachers and self-assessing digital competence. Journal of Educational Computing. https://doi.org/10.1177/0735633115620432

Markauskaite, L. (2006). Gender issues in preservice teachers’ training: ICT literacy and online learning. Australasian Journal of Educational Technology, 22(1), 1–20.

Meelissen, M. R., & Drent, M. (2008). Gender differences in computer attitudes: Does the school matter? Computers in Human Behaviour, 24(3), 969–985.

Morales, C. (2006). Cross-cultural validation of the will, skill, tool model of technology integration. Unpublished Doctoral Dissertation, University of North Texas, Denton, TX.

Nistor, N., Wagner, M., & Heymann, J. O. (2012). Prädiktoren und Moderatoren der Akzeptanz von Bildungstechnologien. Die Unified Theory of Acceptance and Use of Technology auf dem Prüfstand [Predictors and moderators of technology acceptance: The unified Theory of Acceptance and use of technology in research]. In Zentrum für Empirische Pädagogische Forschung (Ed), Empirische Pädagogik [Empirical Pedagogy], 26(3), Landau in der Pfalz: Publisher Empirische Pädagogik.

OECD. (2010). Are the new millennium learners making the grade? Technology use and educational performance in PISA. Derby: Centre for Educational Research and Innovation.

OECD. (2014). PISA 2012 results in focus. What 15-year-olds know and what they can do with what they know. OECD: Paris.

Pacurar, E., & Abbas, N. (2015). Analysis of French secondary school teachers’ intention to integrate digital work environments into their teaching practices. Education and Information Technologies, 20(3), 537–557.

Petko, D. (2012). Teachers’ pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the ‘will, skill, tool’ model and integrating teachers’ constructivist orientations. Computers & Education, 58, 1351–1359.

Polly, D., Mims, C., Shepherd, C., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow’s teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26, 863–870.

Rodrigues, S. (ed.). (2010). Multiple literacy and science education: ICTs in formal and informal learning environments. Hershey: IGI Global.

Rubach, C., & Lazarides, R. (2019). Eine Skala zur Selbsteinschätzung digitaler Kompetenzen bei Lehramtsstudierenden. Zeitschrift für Bildungsforschung [Journal for Educational Research]. https://doi.org/10.1007/s35834-019-00248-0

Rubach, C., & Lazarides, R. (2020). Digitale Kompetenzeinschätzungen von Lehramtsstudierenden fördern [Pre-service teachers self-assessment of their digital competences]. Journal Für LehrerInnenbildung [journal for Teacher Education], 20(1), 88–97.

Rubach, C., & Lazarides, R. (2021). Addressing 21st-centura digital skills in schools – Development and validation of an instrument to measure teachers’ basic ICT competence beliefs. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2020.106636

Sá, M. J., & Serpa, S. (2020). The global crisis brought about by SARS-CoV-2 and its impacts on education: An overview of the Portuguese panorama. Scientific Insight Educational Frontiers, 5(2), 525–530. 525–530. http://dx.doi.org/https://doi.org/10.2139/ssrn.3565613

Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103–112.

Savin, N. E., & White, K. J. (1978). Testing for autocorrelation with missing observations. Econometrica, 46, 59–67.

Schaarschmidt, U. (2005). Potsdamer Lehrerstudie – ein erstes Fazit [Potsdam Teacher Study: First results]. In U. Schaarschmidt (Ed.), Halbtagsjobber? Psychische Gesundheit im Lehrerberuf – Analyse eines veränderungsbedürftigen Zustands [Part-time Job? Mental health in the teaching profession – an analysis of the changing necessities] (pp. 141–160). Beltz.

Scherer, R., & Siddiq, F. (2015). Revisiting teachers’ computer self-efficacy: A differentiated view on gender differences. Computers in Human Behavior, 53, 48–57.

Scherer, R., & Teo, T. (2019). Unpacking teachers‘ intentions to integrate technology: A meta-analysis. Educational Research Review, 27, 90–109.

Schuknecht, L., & Schleicher, A. (2020). Digital Herausforderungen für Schulen und Bildung [Digital challenges for schools and education]. ifo Schnelldienst, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, 73(5), 68–70.

Seufert, S., Guggemos, J., & Sailer, M. (2021). Technology-related knowledge, skills and attitudes of pre- and in-service teachers: The current situation and emerging trends. Computers in Human Behaviour. https://doi.org/10.1016/j.chb.2020.106552

Siddiq, F., Scherer, R., & Tondeur, J. (2015). Teachers’ Emphasis on Developing Students’ Digital Information and Communication Skills (TEDDICS): A New Construct in 21st Century Education. Computers & Education. https://doi.org/10.1016/j.compedu.2015.10.006

Spiteri, M., & Rundgren, S.-N. (2020). Literature review on the factors affecting primary teachers’ use of digital technology. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-018-9376-x

Stephan, M., Markus, S., & Gläser-Zikuda, M. (2019). Students’ Achievement Emotions and Online Learning in Teacher Education. Frontiers in Education. https://doi.org/10.3389/feduc.2019.00109

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.

Tappe, E.-H. (2017). Lernen durch Mediengestaltung – Entwicklung eines Konzeptes zur Unterstützung mediendidaktischer Lehre im Schulalltag [Learning through media lessons – Development of a concept to support teaching with media in school]. Doctoral dissertation, Wilhelms University in Münster. https://d-nb.info/1163319627/34

Teo, T. (2008). Pre-service teachers’ attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4), 413–424.

The Standing Conference of Ministers of Education and Culture (KMK). (2016). Education in the Digital World. https://www.kmk.org/fileadmin/Dateien/pdf/PresseUndAktuelles/2017/KMK-Strategie_Bildung_in_der_digitalen_Welt_Zusammenfassung_en.pdf

Tiede, J. (2020). Conclusions: Media-related educational competencies of German and US preservice teachers. MedienPädagogik, 221–235.

Tiede, J., Grafe, S., & Hobbs, R. (2015). Pedagogical media competencies of preservice teachers in Germany and the United States: A comparative analysis of theory and practice. Peabody Journal of Education, 90(4), 533–545.

Tømte, C. (2008). ‘Return to gender’: Gender, ICT and education. Background paper of OECD Expert meeting hosted by the Norwegian Ministry of Education and Research. Paris: OECD, at http://www.oecd.org/edu/ceri/40834253.pdf, accessed 07 June 2021.

Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. (2018). A multilevel analysis of what matters in the training of pre-service teacher’s ICT competencies. Computers & Education, 122, 32–42.

Tondeur, J., Aesaert, K., Pynoo, B., van Braak, J., Fraeyman, N., & Erstad, O. (2017). Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2). https://doi.org/10.1111/bjet.12380

Tondeur, J., Kershaw, L. H., Vanderlinde, R., & Van Braak, J. (2013). Getting inside the black boy of technology integration in education: Teachers’ simulated recall of classroom observations. Australasian Journal of Educational Technology, 29(3), 434–449.

Tondeur, J., Petko, D., Christensen, R., Drossel, K., Starkey, L., & Knezek; G., & Schmidt-Crawford, D. . (2020). Quality criteria for conceptual technology integration models in education: Bridging research and practice. Educational Technology Research and Development. https://doi.org/10.1007/s11423-020-09911-0

Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing preservice teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59, 134–144.

Tondeur, J., Van de Velde, S., Vermeersch, H. & Van Houtte, M. (2016). Gender Differences in the ICT Profile of University Students: A Quantitative Analysis. DiGeSt. Journal of Diversity and Gender Studies, 3(1), 57–77. https://doi.org/10.11116/jdivegendstud.3.1.0057

Tondeur, J., van Keer, H., van Braak, J., & Valcke, M. (2008). ICT integration in the classroom: Challenging the potential of a school policy. Computers & Education, 51, 212–223.

Valtonen, T., Hoang, N., Sointu, E., Näykki, P. Virtanen, A., Pöysa-Tarhonen, J. et al. (2021). How pre-service teachers perceive their 21st-century skills and dispositions: A longitudinal perspective. Computers in Human Behavior, 116.

UNESCO. (2011). UNESCO ICT Competency Framework for Teachers. UNESCO.

Urezm, D., Volman, M., & Kral, M. (2018). Teacher educators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teacher and Teacher Education, 70, 12–23.

Woolfolk, A. (2004). Educational psychology. Pearson.