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Differences in preservice teachers’ readiness to use ICT in education and development of TPACK

, , University of Eastern Finland, Finland ; , University of Nebraska at Omaha, United States ; , University of Eastern Finland, Finland ; , University of Nebraska-Lincoln, United States ; , University of Eastern Finland, Finland

AACE Award

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


Education for the 21st century society requires the use of Information and Communication Technology (ICT) in education. This presents challenges for preservice teacher education. Thus, more cognate understanding about preservice teachers’ readiness to use ICT in education, coupled with knowledge related to ICT in education, is needed. Furthermore, it is important to understand that preservice teachers have various levels of readiness to use ICT in education, thereby creating a demand to investigate sub-groups within preservice teachers. This study focuses on differences of readiness and development of knowledge between preservice teachers’ based on two theoretical constructs: Theory of Planned Behavior and TPACK. Results indicate differences in readiness of preservice teachers’ sub-groups. Still, positive development trends in terms of knowledge of ICT in education can be found during the first two years of preservice teacher education. Limitations and future research are discussed.


Sointu, E., Valtonen, T., Cutucache, C., Kukkonen, J., Lambert, M.C. & Mäkitalo-Siegl, K. (2017). Differences in preservice teachers’ readiness to use ICT in education and development of TPACK. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2462-2469). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 25, 2019 from .

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