Beyond Idealism: Confronting Equity Gaps and Policy Challenges in Technology Integration for Malaysian Pre-Service Teachers MUHAMAD HAKIM AZAMAN, MOHD NAZIR MD ZABIT, PUTERI ZARINA MEGAT KHALID, SITI ALMUNAWWARAH SHAHUDDIN, SITI ANIS NAJIHAH SHAHUDDIN, MUHAMMAD FITRI AHMAD
UNIVERSITI PENDIDIKAN SULTAN IDRIS, MALAYSIA-UNIVERSITI PENDIDIKAN SULTAN IDRIS, MALAYSIA-UNIVERSITI PENDIDIKAN SULTAN IDRIS, MALAYSIA-UNIVERSITI PENDIDIKAN SULTAN IDRIS, MALAYSIA-UNIVERSITI PENDIDIKAN SULTAN IDRIS, MALAYSIA- UNIVERISTY OF WARWICK, UNITED KINGDOM
Abstract
The integration of technology in classrooms has been widely promoted as a means to enhance learning engagement and outcomes. However, the nature of technology use during Malaysian pre-service teachers practicum reveals a complex reality. This study examines the nature of technology integration among Malaysian pre-service teachers during their teaching practice, with particular attention to the issues of equity and policy. Using a qualitative multi-method case study approach, data were collected from twelve pre-service teachers through classroom observations, semi-structured interviews, and document analysis of lesson plans and teaching materials. The findings reveal that technology use during practicum is shaped by individual beliefs, contextual constraints, and the influence of mentors and supervisors. Significant inequities were observed in terms of access to technological resources, with disparities between urban and rural placements creating unequal opportunities for technology-enhanced learning. Furthermore, a clear misalignment exists between teacher training curricula, which often promote idealized high-tech practices, and the realities of low-resource school environments. The study concludes with recommendations for curriculum reform, equity-focused resource allocation, and policy alignment to better prepare future teachers for context-sensitive technology integration. By framing the analysis through the lens of nature, equity, and policy, this research offers actionable insights for policymakers, teacher educators, and school leaders.
