Teacher preparation for integrating technology in primary education: using action plans with pre-service teachers to enhance their self-efficacy in technology pedagogy

Emily Ross; Natalie McMaster; Madeleine Clarkin

doi:10.1007/s10639-025-13822-z

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Teacher preparation for integrating technology in primary education: using action plans with pre-service teachers to enhance their self-efficacy in technology pedagogy

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Teacher preparation for integrating technology in primary education: using action plans with pre-service teachers to enhance their self-efficacy in technology pedagogy

Emily Ross, Natalie McMaster and Madeleine Clarkin

Education and Information Technologies, Vol.31, pp.891-922

2026

DOI: https://doi.org/10.1007/s10639-025-13822-z

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https://doi.org/10.1007/s10639-025-13881-2View

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Abstract

Curriculum and pedagogy theory and development

Higher education

preservice teachers

self-efficacy

TPACK

educational technologies

action plans

Curriculum expectations globally are evolving, increasingly requiring graduate primary teachers to integrate digital and robotics technologies within classroom practice. However, many primary school pre-service teachers (PSTs) who enter initial teacher education (ITE) programs have low self-efficacy regarding their perceived knowledge of and confidence in embedding such technologies into their future teaching. This challenge is compounded by the rapid pace of technological change, which continually reshapes the knowledge demands of teaching. This qualitative study explores how structured action plans, embedded within a targeted course design, may support PSTs in developing the self-efficacy needed for technology integration. Drawing on self-audit surveys, self-evaluations, pre- and post-action plan self-reflections, course assessments and course evaluations, the study investigates PSTs’ perceptions of their readiness to teach with technologies. Using personal action plans, PSTs identified learning goals to drive their learning toward increased capability and confidence. Analysis of PSTs’ self-evaluations and self-reflections indicated that many PSTs experienced increased confidence and motivation to integrate technology into their teaching practices. The study findings suggest that the use of action plans to set specific learning goals may offer a useful strategy for supporting PSTs’ development of technological pedagogical content knowledge (TPACK).

Details

Title: Teacher preparation for integrating technology in primary education: using action plans with pre-service teachers to enhance their self-efficacy in technology pedagogy
Authors: Emily Ross (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
Natalie McMaster (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
Madeleine Clarkin (Author) - University of the Sunshine Coast, Queensland, Academic Support Unit
Publication details: Education and Information Technologies, Vol.31, pp.891-922
Publisher: Springer New York LLC
Date published: 2026
DOI: 10.1007/s10639-025-13822-z
ISSN: 1573-7608; 1360-2357
Data Availability: Due to ethical considerations, particularly the need to protect privacy and confidentiality, the data in question cannot be made available for public access.
Organisation Unit: Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; Academic Support Unit
Language: English
Record Identifier: 991171941602621
Output Type: Journal article

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