Graduate Preservice Teachers’ TPACK Confidence to use and Apply Specific Technology Components for Planning, Teaching and Learning Purposes

The global shift towards digital education has created the necessity for teachers to develop both confidence and competence in utilizing technologies. Consequently, teacher educators are tasked with ensuring that preservice teachers (PSTs) graduate with proficient technological, pedagogical, content knowledge (TPACK) with a range of information, communication digital and robotics technologies (ICDRTs). This paper presents results from a self-audit survey measuring PSTs’ confidence in using specific ICDRTs for planning, teaching and student-learning. The survey was administered to 490 fourth-year PSTs at the start of their final-year education technologies course. A one-tailed binomial test set at an acceptance level of 75% confidence, indicated significant variation in confidence levels across different ICDRTs. PSTs demonstrated high confidence in Email Skills (79%, p = .036) and Word Processing Skills (91%, p < .001). However, lower confidence was observed in Presentation Skills (67%, p < .001), Spreadsheet Skills (65%, p < .001), and Multimedia Skills (63%, p < .001). The lowest confidence was reported in Coding and Robotics (7%, p < .001) and General Computing Skills (59%, p < .001). The findings and self-audit survey have the potential to provide teacher educators with identifiable information regarding which technology components and specific technologies used in their instructional designs are useful, should be revised, or reconsidered.