Abstract
The present study examined student teachers’ attitudes toward technology integration in teaching, focusing on five key areas: Instructional Effectiveness, Pedagogical Impact, Classroom Management, Teacher Productivity, and Inclusiveness. Using a descriptive survey method, data were collected from 126 student teachers through attitude scale on Technology Integration. The analysis employed mean, standard deviation, one-way ANOVA, and paired t -tests to identify differences among optional subjects. Findings revealed that most student teachers (63.85%) hold a moderate attitude toward technology integration in teaching among student teachers at secondary level. The highest mean score was observed in Inclusiveness (M = 520), showing positive attitudes toward using technology to support diverse learners and promote equitable participation. Conversely, Classroom Management recorded the lowest mean score (M = 484.5), suggesting difficulties in employing technology for discipline and monitoring. Significant differences in the attitude toward technology integration in teaching were observed among optional subjects (F (4,121) = 4.27, p = 0.0029), with Natural Science student teachers showing the most positive attitude (M = 118.47) and Mathematics the least (M = 108.09). The results highlight the importance of strengthening discipline-specific technology training within teacher education programs. The study recommends enhanced infrastructural support, experiential learning opportunities, and continuous professional development to foster confidence, inclusivity, and digital competence among future educators.
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