Effective ICT integration for student teachers is an important challenge for teacher training institutions. These institutions need to help student teachers understand how to integrate ICT in meaningful ways in the classroom. Research shows that an important factor influencing new teachers’ uptake of ICT is the amount and adequacy of their pre-service training (e.g., Drent and Meelissen, 2008). Nevertheless, research findings also suggest that ICT is significantly under-used by student teachers and beginning teachers (e.g., Bullock, 2004). According to Pope et al. (2002), a gap exists between what student teachers are taught in their (ICT) courses and what they are expected to do with ICT in a real classroom. A number of factors have been identified to explain this gap, including insufficient access to technology (Russell et al., 2003), lack of time (Eifler, et al., 2001) and lack of ICT skills (Thompson et al., 2003). There is no doubt that these factors contribute to poor ICT integration, but improving them seems not enough to adequately prepare student teachers to successfully integrate ICT. Recent calls for effective ICT integration stress the need to help teachers bridge the gap between knowledge of good pedagogical practice, technical skills and content knowledge. In this respect, Mishra and Koehler (2008) introduced the concept Technological Pedagogical Content Knowledge to emphasise the comprehensive set of competencies teachers need to successfully integrate ICT in their educational practice. This includes a more generic approach towards enhancing student teachers’ uptake of ICT: integration needs to be infused into all aspects of teacher training rather than presented in separate “stand-alone” courses. In contrast, student teachers learn to integrate ICT into their teaching as part of field-based experiences in real classrooms (Brush et al, 2002). The need to better align teachers’ preparation in the integration of ICT with pedagogical issues and curriculum integration is well understood. Practical experiences from across the world sustain such viewpoints while at the same time emphasising the difficulties and challenges faced in the implementation of such programmes. Therefore, it is of great importance to understand the effectiveness of strategies to prepare student teachers. Given the lack of a comprehensive review about these strategies, the purpose of this study is to reveal the most useful strategies for contemporary ICT integration in student teacher education programmes.

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