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

Yungwei Hao*, Kathryn S. Lee

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

14 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
  • Web 2.0
  • teacher concern
  • teacher education
  • technology integration

ASJC Scopus subject areas

  • Education


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