Abstract:

In higher education institutions, integrating cutting-edge technology-enhanced learning resources has become a crucial part of teacher preparation. This study looked at how pre-service teachers at a particular South African university perceived their access to cutting-edge technology-enhanced learning tools. The study's goals were to ascertain how much access pre-service teachers had to contemporary digital learning tools and to pinpoint any obstacles that would prevent them from using them effectively. A standardised survey questionnaire with a four-point Likert scale ranging from strongly disagree to strongly agree was used as part of a quantitative research strategy. Statements measuring access to cutting-edge technology, including learning management systems, artificial intelligence tools, virtual simulations, online assessment platforms, and digital teaching applications, made up the instrument. The cost of internet data, training in the use of educational technology, access to personal digital devices, internet connectivity, and technical help were among the other factors that addressed potential obstacles. Pre-service teachers enrolled in teacher education programs at the chosen university made up the participants. According to the study's findings, most participants believed that the institution gave them access to a range of technologically advanced learning materials that helped them prepare for both their academic and professional endeavours. Most participants concurred that digital platforms and contemporary educational technologies improved their comprehension of the course material and increased their preparedness to use technology into future teaching methods. But the findings also pointed to several difficulties. The best use of these resources was found to be significantly hampered by limited access to advanced technology resources, and inadequate training on sophisticated digital technologies. Considering these conclusions, the study advises the management to strengthen their digital infrastructure, enhance access to cutting-edge technology tools, and, whenever feasible, provide access to institutional devices. To assist pre-service teachers in making effective use of cutting-edge educational technologies, organised training programs and ongoing technical assistance should be offered. Improving the availability of contemporary learning tools would help prepare aspiring educators with the digital skills needed to teach successfully in modern classrooms.

Keywords:

Technology-Enhanced Learning, Pre-service Teachers, Digital Learning Tools, Teacher Education, Technology Access Barriers.