Intentions v Reality: Pre-service teachers ’ ICT Integration during Professional Experience

Abstract: This study extends previous work on pre-service teachers ’ use of Information and Communication Technology (ICT) during professional experience by collecting data about intentions for ICT use prior to an experience and comparing that with use reported after the placement. The paper describes activities pre-service teachers planned for their students, identifies factors which supported and inhibited ICT use and describes strategies used to address barriers. The analysis should provide insights as to how best to prepare pre-service teachers prior to professional experience for effective ICT integration. Despite the presence of computers in educational institutions for over 30 years, the effectiveness of ICT as a teaching and learning tool still varies considerably. A study by Becker (2000) of 4000 teachers in 1100 USA schools concluded that computers have not transformed the teaching practices of a majority of teachers although there is evidence that, when teachers favor constructivist approaches and have some curriculum freedom together with access to equipment and training, computers can be valuable instructional tools. Faculties of Education have an important role in assisting in-service teachers to adapt and take advantage of ICTs to transform teaching and learning, but the primary role of a Faculty of Education is to ensure that teachers enter the profession “adequately prepared to use new technology ” (NCATE, 1997) in the dynamic classrooms of the 21st century