Digital Technology Use During Teaching Internship: Profiles and Predictors Among Preservice Teachers

The use of technology is a central component of initial teacher education; yet how preservice teachers use technological resources during teaching internship remains poorly understood, particularly when assessed through actual deployment frequencies rather than self-perceived competence. This study aimed to analyze material technology use among student teachers (N = 705) at a Spanish university during teaching internship, to examine differences by personal, academic and contextual variables and to identify technology use profiles. A quantitative, non-experimental, cross-sectional design was employed. Exploratory factor analysis, cross-validated through confirmatory factor analysis in an independent subsample, revealed four dimensions of technology use: mobile, emerging and innovative technology; printing, digitization and storage equipment; audiovisual equipment and connectivity; and interactive presentation technologies. Multivariate analyses of variance, multiple linear regression and cluster analysis were conducted. Results showed differentiated patterns of technology use, with greater reliance on conventional tools and more limited adoption of mobile and emerging technologies. Among academic variables, year of study showed the most consistent associations with technology use dimensions, while educational stage was significantly related to the use of specific resources. Cluster analysis identified differentiated levels of technology use (low, moderate and high). The high-use profile was concentrated among fourth-year Primary Education students completing teaching internship in upper primary grades, a pattern that should be interpreted alongside the longer duration and greater autonomy of the final-year practicum. This study offers a more granular account of technology infusion than other competence-based approaches due to combined variable and person-centered analyses of technology use during real school-based internships. These findings indicate that technology infusion during teaching internship is shaped by both training and contextual factors, underscoring the need to strengthen technology-related learning opportunities in teaching internship and to foster closer university–educational centers coordination to support effective technology integration in teaching and learning.