A PHENOMENOLOGICAL STUDY OF THE INTEGRATION OF CONTEMPORARY TECHNOLOGIES IN SHAPING PROSPECTIVE TEACHERS’ TEACHING MINDSET

Abstract

This research paper examines how incorporation of modern technologies can change the professional teaching attitude of the teachers. The data was gathered using a qualitative phenomenological design, semi-structured interviews with 26 pre-service teachers of public and private universities were used. Colaizzi’s method of analysis was used to examine the lived experiences of the participants. The results have shown that technological integration improves digital competence, facilitates learner-centered pedagogical methods, reinforces research-based thinking, and creates professional confidence in future teachers. A number of obstacles were observed, such as absence of training, resources, technical, and institutional barriers. A significant difference was found between public and private institutions, with private institutions demonstrating better access to and availability of technological facilities, while public institutions faced constraints in resources and infrastructure for effective technology integration. The participants from private universities demonstrated greater exposure, confidence, and access to technological resources, while those from public institutions relied more on self-directed learning and less facilitated than private universities. This research finds that successful implementation of technology involves organized training, provisions of resources, and institutional encouragement. It highlights that technology is a disruptive element in the construction of contemporary teaching experience and teaching identity. Findings of the study recommends the strengthening professional development programs and improving specific contemporary facilities for technological use to promote the meaningful and equitable integration of technology in teacher education.