You are here:

Pre-service teacher ICT skill-set: Not a simple issue

, RMIT University, Australia ; , Victorian Curriculum and Assessment Authority, Australia

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Kona, Hawaii, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA


For some time, a consistent theme in Teacher Education has been that graduates lack the necessary skill-set to use ICT in their practice. In Australia, the recent implementation of national accreditation processes for Teacher Education, now make this skill-set a requirement, a requirement that is likely to pose challenges for many providers. This small scale study investigated the knowledge and skill levels of pre-service teachers to use a number of ICT applications commonly used in primary and secondary schools. Findings suggest that while their knowledge and skill of general applications is high, this is not the case in relation to those that are more school-context specific.


Jordan, K. & Compton, L. (2015). Pre-service teacher ICT skill-set: Not a simple issue. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 799-806). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from .


View References & Citations Map


  1. ReferencesAlbion, P., and Redmond, P. (2008). Teaching by example? Integrating ICT in Teacher Education. Proceedings of the 2008 Australian Computers in Education Conference (ACEC), 2008. Australian Government. Department of Education and Training (2015). Action Now, Classroom Ready Teachers-Report of the Teacher Education Ministerial Advisory Group (TEMAG). Http:// Australian Institute for Teaching and School Leadership (AITSL). (2011). Accreditation of Initial Teacher Education Programs in Australia. Standards and Procedures. April 2011. Education Services Australia. Http://
  2. Delaney, S., Trapani, F, Chandler, P., and Redman, C. (2014). Contemporary practices of technology and its affordances: Perceptions of pre-service teachers on the utilization of technology in teaching and learning practice. EDULEARN Proceedings 14 2472-2481.
  3. Grove, K.J. (2008). Student teacher ICT use: Field experience placements and mentor teacher influences. Prepared for the OECD ICT and Teacher Training Expert Meeting, Paris, France, October 2008. Http:// Henderson, M., Bellis, N., Cerovac, M., and Lancaster, G. (2013). Collaborative inquiry: building pre-service teachers’ capacity for ict pedagogical integration. Australian Educational Computing, 27(3), 69-75.
  4. Kay, R. (2007). A formative analysis of how preservice teachers learn to use ICT. Journal of Computer-Assisted Learning, 23: 366-383.
  5. Mishra, P., and Koehler, M. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  6. Selwyn, N. (2009). The digital native– myth and reality. Aslib Proceedings: New Information Perspectives Vol. 61 No. 4, 2009 pp. 364-379 q Emerald Group Publishing
  7. Steketee, C. (2005). Integrating ICT as an integral teaching and learning tool into pre-service teacher training courses. Issues In Educational Research, 15(1), 101-113.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact