Bridging theory and practice: the effects of experiential learning-based simulation training on technology integration competency among pre-service teachers

We investigated the impact of simulation training for technology integration (ST2I) on technology integration competency among pre-service teachers. A quasi-experiment was conducted in a 15-week undergraduate course with 45 pre-service teachers. Participants were assigned to experimental and control conditions. Those in the experimental condition received training with ST2I, whereas those in the control condition received conventional training. ST2I enabled the participants to experience, reflect, conceptualize, and act on three common technology integration scenarios in classrooms, following the experiential learning model designed by Kolb and Kolb (2009). The participants in the experimental group showed higher self-efficacy in using technologies for teaching and technological pedagogical knowledge than their counterparts in the control group. In addition, they showed a better understanding of technology integration in lesson plans and more effective approaches to engaging students through technology in self-recorded videos than the control group.