Inquiry of pre-service teachers’ concern about integrating Web 2.0 into instruction

Yungwei Hao, Kathryn S. Lee

    Research output: Contribution to journalArticlepeer-review

    9 Citations (Scopus)


    To promote technology integration, it is essential to address pre-service teacher (PST) concerns about facilitating technology-enhanced learning environments. This study adopted the Concerns-Based Adoption Model to investigate PST concern on Web 2.0 integration. Four hundred and eighty-nine PSTs in a teacher education university in north Taiwan participated in this study, achieving a response rate of almost 50%. Participants completed online surveys at their convenience over a two-week period. Significant relationships between the concern and a few personal characteristics were found. The PST concern was most intense in the self-concern stage and then fluctuated from task-concern to impact-concern within a small range. Findings of the study provide valuable insights for personalising teacher education as to how levels of concern, self-efficacy for teaching, teacher knowledge and demographics influence the change process required for Web 2.0 integration in instruction.

    Original languageEnglish
    Pages (from-to)191-209
    Number of pages19
    JournalEuropean Journal of Teacher Education
    Issue number2
    Publication statusPublished - 2017 Mar 15


    • Pre-service teacher
    • teacher concern
    • teacher education
    • technology integration
    • Web 2.0

    ASJC Scopus subject areas

    • Education


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