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Exposure to new technologies is commonplace for most people lived in the 21st century. As technology evolves, so does a generation of learners whose identity is shaped by how they manage these technological tools. The participants of this study were digital native pre-service teachers (DNPST) who were exposed to technology since childhood and enrolled in a technology integration course at a border city university. This study investigates DNPST’s perceptions upon exposure to alternate models of technology tools and their intentions for implementing them into their future classroom repertoire. The method of data collection for this quantitative study consisted of pre and post-test surveys. Data analysis was completed using the Wilcoxon Rank Sum-Test. Results of this study indicated that the technology methods course did not have a significant effect on pre-service teachers' perceptions to adopt technology tools for future classroom instruction. This study was encouraged by the department of education and the results obtained through this study will allow curricular updates. https://doi.org/10.26803/ijlter.18.2.8
Özer et al. (2019) studied this question.