Pulling and Pushing Forces for ICT Use in Initial Teacher Preparation for Secondary Schools

The transformative use of ICT (information and communication technology) in the educational setting is demanding continually assessing bottlenecks and conducive conditions with the aim of consolidating the pre-conditions and to dry the drawbacks from their root. As a result, this qualitative research approach employed to explore enablers and barriers of using ICT in initial teacher preparation in the context of JU (Jimma University), Ethiopia. The study employed in-depth interviews with student teachers and teacher educators. Participants’ perception of ICT as a vehicle for quality learning and multiple access to ICT use pointed as supportive conditions. Whereas, mismatch of methodologies being used in teacher education and schools, resource constraints, marginalizing teacher education program, unsuccessful experience of learning via ICT, and lack of clear directive and expertise on the use of ICT were some of the major issues forwarded by the participants. Redesigning of the teacher education program in the way of using ICT is clearly indicated, the system that forces and reinforces the use of ICT in place is among the recommendations forwarded.