Abstract:
Changes in technology, the advent of computers, mobile technology and innovations in
telecommunications technology have affected the way people live around the world. Various
sectors such as commerce, medicine, law, education and so on, have been affected by the
changes brought by Information Communications Technology (ICT). Countries across the globe
have positioned education as an apex priority. South Africa, like most countries, participates in
the global ‘Education for All’ movement, as initiated by UNESCO, a movement geared towards
the advancement of social justice. Based on these changes, teacher education and training at
universities should prepare prospective teachers to be able to function within the 21st century
classroom. This means that after qualifying, student teachers should possess knowledge that will
enable them to teach the millennial learners, to teach with technology, and to teach towards the
advancement of quality education and social justice. The purpose of this study is to explore the
integration of ICT in pre-service teacher training at universities in South Africa. The study
investigates the level to which student teachers are exposed to the Technological Pedagogical
Content Knowledge (TPACK) needed by them to deal with the demands of 21st century teaching.
The study used the qualitative research approach using both group and individual interviews as
research methods. The study found that prospective teachers still lack the required knowledge for
them to integrate content, pedagogy and technology. It also found that the present B.Ed
curriculum as prescribed in the revised Minimum Requirements for Teacher Education
Qualifications (MRTEQ) policy document stifles the flexibility of universities in their efforts to
provide student teachers with the required TPACK. Also, the ICT competencies of some
lecturers at universities still need to be improved for them to adequately train student teachers to
integrate ICT in their teaching. This study recommends practical steps that universities can
employ to complement the prescripts of the revised MRTEQ to provide prospective teachers
with the required TPACK.
