Digital transformation in pre-service teacher education: a study on technology integration practices in Odisha’s teacher training institutions

The teacher education in India has made digital change a key strategic concern, particularly after the National Education Policy (NEP) 2020 focused on technology-enabled teaching and online provisioning and development of digital competencies. Nonetheless, the development of having Teacher Training Institutions (TTIs) to incorporate the use of technology to pre-service teacher preparation in Odisha is still unfavorable. This paper explored the technology integration practices, institutional support and the digital competence and acceptance of educational technology by the pre-service teachers in the teacher education institutions in Odisha. A descriptive survey design was employed to collect data of 300 pre-service teachers pursuing B.Ed. along with integrated teacher education programme in the government-aided and private TTIs. Constructs of TPACK, DigCompEdu, and technology acceptance models (TAM/UTAUT) were then used to in creating instruments. The data have been analyzed in SPSS by using the descriptive statistics, issues reliability (Cronbach alpha), correlation, comparative analysis of groups (t-test/ANOVA) and multiple regression to identify activities that predict technology integration practices. There were moderate scores on overall technology integration (M = 3.42/5), perceived usefulness was somewhat higher (M = 3.78), and infrastructure adequacy was lower (M = 2.96). Digital competence and institutional support were significant predictors of technology integration practices (R 2 =.48, p