The development of digital technologies has led to considerable changes in all areas of life and also in schools (Tondeur, van Braak, Siddiq, & Scherer, 2016). Teachers face new challenges to use ICT in instruction efficiently in order to enhance student learning processes for all students and outcomes as well as to foster students’ competencies to use ICT. Thus, demands for teacher education derive with regard to a training of pre-service teachers to use the potentials of digital technologies in instruction and to foster relevant skills of students in the digital age in an innovative way (OECD, 2019). So far, in Germany in most pre-service teacher education programs using ICT is no mandatory part of the curriculum (e.g. Fraillon et al., 2014). However, many universities offer optional courses in this domain. In an international context, research reveals that a closer connection in pre-service teacher education between ICT and pedagogical approaches with opportunities to use ICT in actual teaching settings leads to better ICT related skills of pre-service teachers (e.g. Aesaert, Tondeur & Siddig, 2018; Mouza et al., 2017). For Germany, it has not been analyzed yet, if the postulated training in pre-service teacher education concerning ICT in instruction goes along with a more frequent use of ICT and fostering of students’ competencies. Furthermore, it couldn’t be shown yet if the opportunities of using ICT in instruction during pre-service teacher education relates to a more frequent implementation of ICT in the classroom. These questions are addressed based on a representative secondary school teacher survey in Germany (N=1214) conducted in 2017. By means of regression analysis, the effect of pre-service teacher training to use ICT efficiently and to foster students’ competencies to use ICT on the frequency of ICT use in the classroom and on fostering students’ skills are analyzed. Taking further variables concerning school level (ICT equipment, principals attitudes towards ICT) and teacher level (attitudes towards ICT, TPACK self-assessment) into account, it can be shown that the teachers’ self-assessed competencies to use ICT in the classroom have the most impact on the frequency of use and the fostering of students’ competencies, whereas pre-service teacher training hardly shows any impact. The results are discussed with regard to implications for teacher education and schools in the scope of European developments in teacher education.

Aesaert, K., Tondeur, J. & Siddig, F. (2018). Pre-service teachers’ technology competences: do teacher training strategies matter? Conference paper: American Educational Research Association (AERA) 2018, New York. Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for Life in a Digital Age. The IEA International Computer and Information Literacy Study International Report. Amsterdam: SpringerOpen. Mouza, C., Nandakumar, R., Yilmaz Ozden, S. & Karchmer-Klein, R. (2017). A Longitudinal Examination of Preservice Teachers’ Technological Pedagogical Content Knowledge in the Context of Undergraduate Teacher Education. Action in Teacher Education, 39 (2), 153–171. OECD (2019). Measuring Innovation in Education. Paris: OECD. Tondeur, J., van Braak, J., Siddiq, F., & Scherer, R. (2016). Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement. Computers & Education, 94, 134–150.