Investigating pre-service TCSL teachers’ technology integration competency through a content-based AI-inclusive framework

Abstract

Students’ behavior and academic achievement are improved when technology is integrated into instruction in ways that support learning. Technology integration competency (TIC) has become a critical capacity for second language (L2) pre-service teachers in the digital era. However, the significance of such competency has been neglected in the field of teaching Chinese as a second language (TCSL). This study developed a framework to investigate pre-service TCSL teachers’ TIC. The framework was developed by modifying the existing International Society for Technology in Education Standards for Educators (ISTE-SE). It was tailored to be used within the context of L2 teaching. The framework also incorporated artificial intelligence (AI) concepts in addition to being content based. The structural relationships between pre-service teachers’ TIC and the influencing factors were analyzed through structural equation modeling (SEM). The results revealed that, among the seven factors describing an educator’s TIC, pre-service TCSL teachers had reached the highest level of technology-competency in Analyst and the lowest level in Designer. Furthermore, pre-service TCSL teachers’ TIC was significantly affected by their technology course completion and grade level in the teacher education programs, though the strength of both relationships was small. This study made several recommendations for a strategic enhancement of TCSL teacher education programs, emphasizing continuous development of TIC across various educator roles and academic levels.