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Different theories addressing the motivational process in educational practice highlight the importance of the teacher’s perspective in the effective integration of technologies as pedagogical–didactic tools in the classroom. The current study consists of a manifest content analysis applying a non-experimental, cross-sectional, qualitative research design. A longitudinal study was conducted through semi-structured individual interviews over three academic years (2020–2023) with a sample of 36 teacher-training students, including undergraduate and postgraduate students from the Valencian Community. The results obtained reveal the participants’ perceptions of the motivations for using technology in their self-learning process, highlighting the positive value they attribute to these tools as resources to motivate their future students. The narratives compiled highlight the relationship between the use of technology and improved academic performance in teacher training. Furthermore, they underline the need to incorporate educational models that not only foster digital skills but also provide solid pedagogical training in this area.
Trigueros et al. (2024) studied this question.