Student teachers who are enrolled for an Initial Teacher Education (ITE) qualification (eg. B.Ed) have to be successful in a compulsory Teaching Practicum module. This module arguably provides evidence of the students' readiness for professional practice. Consequently, the assessment of this compulsory module is often riddled with anxiety and conflict between student and evaluator.The literature in this regard speaks about inconsistent and uneven practices in the assessment of the practicum. The use of ICT in assessing this segmant of the Teaching Practicum is relatively undeveloped. On the whole e-assessment in Higher Education Institutions in the United Kingdom is popular but patchy. According to Ripley et al. (2009) little evidence of large scale adoption of e-assessment programmes by large universities are available. The Teaching Practicum is presently conducted on the old model: the evaluator visits the classroom, observes the student and presents oral and written feedback. The assessment of the mentor teacher (home teacher) is largely under-valued. This study introduced the notion of an E-Score Card Assessment solution to the replace the current subjective and paper-based practices in the Teaching Practicum assessment. To explore the feasibility of e-assessment, an investigation into students' assessment experiences of the current model and their responses to the proposed digitalization of the assessment format will be carried out. Connectivity theory which is constructivist and interactive will provide a framework to inform this study and interpret the data. Connectivity theory considers the technological environment as as a dynamic learning space which is characterised by mediation, contingency, contextual and ecological conditions. A qualitative research approach would be suitable to answer the research questions: what were students experiences of the Teaching Practicum and how did they respond to the E-Score card proposal? A digital Teaching Practicum assessment format will provide an interactive e-platform the will bring the student, evaluator and mentor teacher in a dialogical relationship which each other.The objective of this study is to develop an ICT solution to the Teaching Practicum and to make ITE a more meaningful process in the technological era. The advantage of the old model will be enhanced with a software programme that will effect a change in the power relations and hopefully bring about a more active student self-directed process of professional development. In the conclusion, a flow-chart of the software programme will be presented to demonstate how ICT can upgrade the Teaching Practicum to a more meaningful 21st century Teacher Education environment. 

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