Situating ICT in the teacher education program: Overcoming challenges, fulfilling expectations

This exploratory case study examined pre-service teachers’ expectations of and attitudes toward the learning and integrating of ICT into their teaching, and their perceptions of the availability and use of ICT in the Teacher Education Program (TEP) and their placement schools. For two years in a row the researchers collected data through online survey and focus group meetings. The findings confirm what has been reported in the literature, but also identify some challenges which may be present internationally in TEPs, such as inadequate access to ICT both in TEPs and in schools, and lack of modeling by tertiary instructors.

► This case study was conducted for two years in a Teacher Education Program (TEP). ► Future teachers have misconceptions around the educational use of some ubiquitous ICT. ► There is not enough comfort with ICT use among future teachers, despite skill level. ► Future teachers have high expectations re learning and teaching with ICT. ► There is not enough modeling of ICT pedagogy, both in schools and in the TEP. ► Access to ICT is limited, both in schools and in the TEP.