This chapter aims to evaluate the pre-service teacher education curriculum at the secondary level with the integration of technology. The study uses a mixed-methods approach, including surveys, interviews, and document analysis, to gather data from pre-service teachers, teacher educators, and educational experts. The study evaluates the effectiveness of the current curriculum in preparing pre-service teachers for the demands of teaching in a digital age, and explores the potential benefits and challenges of integrating technology in teacher education. The study also assesses the attitudes, beliefs, and perceptions of pre-service teachers towards technology and their level of technology integration in their teaching practice. The findings of the study provide insights into the strengths and weaknesses of the current pre-service teacher education curriculum at the secondary level and the potential benefits and challenges of integrating technology in teacher education.
Top2. Literature Review
The integration of Artificial Intelligence (AI) and Internet of Things (IoT) in education has gained significant attention in recent years. Several studies have explored the potential benefits of incorporating AI and IoT technologies in various educational contexts. Yang, X., Kaiser, G., König, J., & Blömeke, S. (2019), conducted a survey among pre-service and in-service teachers in Germany to assess their knowledge of technology-enhanced learning. The findings revealed that pre-service teachers reported lower levels of knowledge and experience with technology-enhanced learning compared to their in-service counterparts. Bamrungsin, P., & Khampirat, B. (2022), conducted a quasi-experimental study to examine the impact of a blended learning course on the digital competencies of pre-service teachers. The results indicated that the course significantly improved pre-service teachers' digital competencies and pedagogical knowledge. Polly, D., Martin, F., & Byker, E. (2023) investigated the perceived competence of pre-service teachers in using digital media in the classroom. Their survey-based study found that pre-service teachers who perceived themselves as competent in using digital media exhibited higher levels of technology integration in their future classroom practices. Knie, L., Standl, B., & Schwarzer, S. (2022), evaluated a blended learning program for pre-service STEM teachers in Germany. The program was found to enhance pre-service teachers' pedagogical content knowledge and digital competencies, although challenges remained in implementing technology-enhanced learning in classroom practice. These studies highlight the significance of incorporating AI and IoT technologies in pre-service teacher education. By enhancing pre-service teachers' knowledge, skills, and attitudes towards technology integration, educational institutions can better prepare future teachers for the evolving digital landscape. Furthermore, the literature suggests that factors such as academic background, prior technology training or experience, access to technology and resources, and teaching context play crucial roles in shaping pre-service teachers' technology integration skills. Academic background, including relevant coursework and higher GPAs, has been identified as a significant predictor of technology integration proficiency Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2020), In conclusion, the existing literature emphasizes the importance of integrating AI and IoT technologies in pre-service teacher education to enhance technology integration skills. Future research should focus on exploring effective strategies for integrating AI and IoT into teacher education curricula and examining the long-term impact of these technologies on teaching and learning outcomes.