Foreign Language Pre-Service Teachers’ Attitudes Towards Integrated Technology

Jesus Garcia Laborda, Valeska Concha Diaz, Eva Jechimer Ramírez


The COVID-19 pandemic worldwide evidenced the need to revise and strengthen the current perspective of the role of technology in non-technology-based classes. The current situation requires the revision of practices and basic knowledge of computer literacy and use. Traditionally, technology in the process of language learning has been considered anecdotical. As a result, many teachers do not have the necessary skills to implement proper technology-supported classes. Being that the case at Universidad de Alcalá (Spain), we looked at the students’ needs in integrating a number of different applications in the classroom in order to provide them with additional technological skills. Twenty-two pre-service teachers enrolled in the College of Education prepared a whole package of applications for computer and mobile phones by working cooperatively. This paper looks at their attitudes towards technology learning and implementation. A Likert-scale questionnaire was developed to assess their attitudes. Results indicated that students do not evidence as much interest as expected despite their limited ability to implement the package.


technology; blogs; social media; teacher education; bilingual education.

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Copyright (c) 2020 Jesus Garcia, Valeska Concha Diaz, Eva Jechimer Ramírez

International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
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