Pre‐service Teacher Education Programmes for Information Technology: an effective education?

Abstract

ABSTRACT This paper argues for a new perspective on information technology programmes in pre‐service education, suggesting that the majority of such programmes are constructed on weak and sometimes ill‐defined premises. It provides an assessment of the nature and relative effectiveness of current information technology programmes, as well as noting those factors and characteristics which are likely to impact significantly on the use of information technology by students on teaching practice as well as by beginning teachers. In the light of the findings of research, a framework for the design and implementation of information technology programmes is described.