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The purpose of this study is to examine if providing an intercultural online collaboration experience is beneficial to enhance pre-service teachers' self-efficacy for technology integration, intercultural sensitivity, and communication and collaboration skills. The authors compared the experiences of two groups (intercultural group vs. same-culture group) by using mixed-design ANOVA and content analysis. A total of 115 pre-service teachers from two universities in the USA and one university in South Korea participated. The results indicated that students in both groups significantly improved their self-efficacy for technology integration and technology skills after participation. Although no significant difference between groups was found in quantitative data, qualitative analysis showed that students in the intercultural group demonstrated a more in-depth understanding of effective ways to communicate with people from different cultures online. We conclude that intercultural online collaboration enhanced pre-service teachers' confidence in working with overseas partners and provided them with authentic collaboration opportunities.

The purpose of this study is to examine if providing an intercultural online collaboration experience is beneficial to enhance pre-service teachers' self-efficacy for technology integration, intercultural sensitivity, and communication and collaboration skills. The authors compared the experiences of two groups (intercultural group vs. same-culture group) by using mixed-design ANOVA and content analysis. A total of 115 pre-service teachers from two universities in the USA and one university in South Korea participated. The results indicated that students in both groups significantly improved their self-efficacy for technology integration and technology skills after participation. Although no significant difference between groups was found in quantitative data, qualitative analysis showed that students in the intercultural group demonstrated a more in-depth understanding of effective ways to communicate with people from different cultures online. We conclude that intercultural online collaboration enhanced pre-service teachers' confidence in working with overseas partners and provided them with authentic collaboration opportunities. [ABSTRACT FROM AUTHOR]