Abstract
The integration of digital technologies in the EFL context has modernised teaching and learning. Teachers can leverage a variety of digital tools, platforms, and applications to enhance their methods and address diverse learning styles. Despite the widespread acceptance of digital tools among learners, not all teachers fully exploit their potential. Pre-service teachers, in particular, must be prepared for the dynamic nature of technology in education. This paper maps the current state of digital tool use among in-service teachers and explores the attitudes of pre-service teachers towards these tools. The study was conducted at Trnava University in Trnava, Slovakia, and holistically examined the perspectives of both teachers and pre-service teachers through three frameworks: the Technology Acceptance Model (TAM), the SAMR framework, and the Technological Pedagogical Content Knowledge (TPACK) framework. Data were collected through interviews with in-service teachers and a questionnaire targeting the views of pre-service teachers. The qualitative data were evaluated through thematic coding, and the quantitative data were analysed statistically. The findings indicate notable similarities between the two groups, particularly in their preference for efficient and user-friendly tools. Learners emphasise engagement and interactivity, while teachers prioritise tools that support effective classroom management and maintain pedagogical accuracy.
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