How does pre-service teacher preparedness to use ICTs for learning and teaching develop during the first two years of teacher training?

Abstract

Pre-service teacher development in the use of ICT in the classroom was one of three aspects investigated over a period of two years in a qualitative study. Data collection was performed using three semi-structured interviews (3 phases), this was analysed and the developmental positioning of the pre-service teachers determined using a model developed by Taylor (2004). The results illustrate the diversity in students' initial capabilities, and indicate that the students' development over time was impacted in the main by attitudes and beliefs formed in class and on teaching placements, hands–on experience, and modelling of ICT use. Due to the acknowledged need for graduate teachers to effectively integrate technology into their teaching, the results are likely to be of interest to teacher educators involved in early childhood, primary and secondary pre- service teacher education courses. The paper is also likely to be of interest to higher educators in other professional disciplines, particularly those in which changes to course structures and content have been proposed on the basis of assumptions about the capabilities of "Digital Native" students.