Secondary School Pre-service English Teachers’ Perception & Practice On Integrating Technology & Subject Content

The development of science and technology makes high requirements for teachers’ information technology capabilities.Thus,the ability to integrate technology and subject content ought to be one of teachers’ professional abilities.Existing empirical studies at home and abroad on English teachers’ integrating technology and subject content mainly focus on the status quo,influencing factors and strategies for improvement.However,previous research is too brief in its scope and specifies neither technology nor subject matter of English(i.e.,integrating specific technology and specific language content and skills of English);additionally,the existing literature rarely examines cognitive aspects such as attitudes,awareness,tendency on the part of English teachers.Therefore,it is significant to elaborate the study on English teachers’ perception and practice of integrating technology and subject content,which can not only deepen and enrich the academic research in this area but also be helpful in reflecting and improving English teachers’ perception and practice of integrating technology and subject content.The present study explores secondary school pre-service English teachers’ perception and practice on integrating technology and subject content(learning and presentation).The participants were a group of pre-service English teachers,who were MEd.(Master of Education)postgraduates majoring in ELT(English Language Teaching)and graduated from X University Chongqing China in June 2021.The methods of questionnaire and interview survey were used for collecting the data,which were then statistically processed with SPSS 26.0.The research questions are listed as follows:1.What is the status quo of secondary school pre-service English teachers’ perception and practice on integrating technology and subject content learning? What’s the relationship between teacher perception and teacher practice? What are the influencing factors of teacher perception and teacher practice?2.What is the status quo of secondary school pre-service English teachers’ perception and practice on integrating technology and subject content presentation?What’s the relationship between teacher perception and teacher practice? What are the influencing factors of teacher perception and teacher practice?3.What is the relationship between secondary school pre-service English teachers’ perception and practice on integrating technology and subject content learning and their perception and practice on integrating technology and subject content presentation?The research findings are summarized as follows:1.The status quo,relationship and influencing factors of secondary school pre-service English teachers’ perception and practice on integrating technology and subject content learning.1)Secondary school pre-service English teachers’ perception and practice on integrating technology and subject content learning are generally not ideal;however,their perception is relatively better than their practice.2)Pre-service English teachers’ perception and practice on integrating technology and subject content learning are correlated.But the degree of correlation is not particularly high.3)The factors that can both affect pre-service teachers’ perception and practice of integrating technology and subject content learning are: their attitudes toward technology,information technology literacy,attitudes towards their majors,degrees of knowing about English subject content,and the frequency of their autonomous English learning.Whether their undergraduate majors are English or not can only affect their perception level.And their genders and English levels do not affect their perception and practice.2.The status quo,relationship and influencing factors of secondary school pre-service English teachers’ perception and practice on integrating technology and subject content presentation.1)Secondary school pre-service English teachers’ perception and practice on integrating technology and subject content presentation are generally not good.But their perception level is better than their practice level.2)Pre-service English teachers’ perception and practice of integrating technology and subject content presentation are closely correlated.3)The factors that can significantly affect teacher perception and practice of integrating technology and subject content presentation are: their attitudes toward technology,information technology literacy,attitudes toward their majors,and autonomous-learning experience in technology used in the English subject content presentation.Their experience of using technology to present English subject content in teaching practice can only affect their perception level,and their experience of communicating with others about using technology in English subject content presentation can only affect their practice level.3.The relationship between secondary school pre-service English teachers’ perception and practice on integrating technology and subject content learning and their perception and practice on integrating technology and subject content presentation.1)The mean value of teacher perception is higher than that of teacher practice on integrating technology and subject content learning and presentation.2)The average values of teacher perception and practice of integrating technology and subject content learning are lower than those of teacher perception and practice of integrating technology and subject content presentation,which indicates that secondary school pre-service English teachers use technology tools more frequently in subject content presentation than in subject content learning.3)Teacher perception and practice of integrating technology and subject content learning are closely related to teacher perception and practice of integrating technology and subject content presentation.4)Three factors are found to affect the status quo of teacher perception and practice of integrating technology into subject content learning and presentation:attitudes toward technology,information technology literacy,and attitudes towards their majors.Based on the above findings,some suggestions are proposed for teacher education institutions and pre-service English teachers,hoping to be helpful in promoting the development of pre-service English teacher perception and practice of integrating technology into subject content learning and presentation.