A Study on Pre-service Educators' Perceptions of EdTech Competencies Using the IPA Method

This study aimed to identify and propose key areas and factors of EdTech Competencies required for teachers through a literature review and analysis. It also investigated prospective teachers’ perceptions of each factor, providing statistical insights and implications. The results are as follows. First, the literature review and analysis identified 7 areas and 22 factors for EdTech Competencies. Among these, a survey was conducted with 19 questions covering 6 areas that prospective teachers found appropriate. Second, prospective teachers recognized skills in digital citizenship instruction, digital equipment usage, digital copyright and intellectual property rights compliance, data management skills, and learning and staying updated on the latest EdTech trends as important factors. Third, prospective teachers reported that among various factors, data security and privacy protection, software and hardware problem-solving skills, AI-based learning support skills, and creative content production skills were relatively lacking. Fourth, according to the IPA results, the main EdTech Competencies required by prospective teachers include the ability to solve software or hardware problems, data management skills, staying updated on the latest EdTech trends, peer learning and community participation, creative content creation skills, and AI-based learning support. Fifth, effective utilization of EdTech requires guidelines on balancing digital and non-digital classes while managing students' digital dependency. This study offers useful insights into designing and developing educational programs focused on EdTech competency diagnostics and enhancement.