Exploring the Influence of Technology-Enhanced Active Learning Environments on Pre-Service Teachers’ TPACK and Technology Beliefs

Hai Zhang, Zeguo Wang, Rong Jiang and Haochen Wu

SAGE Open, 2025, vol. 15, issue 3, 21582440251359823

Abstract: Recent research has highlighted technology-enhanced active learning (TEAL) as a burgeoning area of study. However, the effectiveness of technology-enhanced active learning environments in supporting pre-service teachers’ technological beliefs and TPACK (Technological Pedagogical Content Knowledge) development remains to be further investigated. This study designed and developed a Technology-Enhanced Active Learning Environment (TEALE) and used the classical TPACK framework and Technology Acceptance Model (TAM) to examine the impact of TEALE on pre-service teachers’ TPACK and technological beliefs. This study utilized a comparison research design with control and experimental groups, employing a pre- and post-test approach. The results indicate that: (1) TEALE significantly improved pre-service teachers’ content knowledge, pedagogical knowledge, technological knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge, and also enhanced their technological beliefs and engagement. (2) TEALE is not just an assessment tool but a teaching and learning tool that helps pre-service teachers organically integrate technology with personalized learning analytics, instructional design, classroom management, and evaluation activities. This provides valuable insights for improving pre-service teacher education programs, integrating technology, and future teaching practices.

Keywords: pre-service teacher; technology-enhanced active-learning; learning environment; TPACK; TPACK-practical skills; technology beliefs (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:15:y:2025:i:3:p:21582440251359823

DOI: 10.1177/21582440251359823

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