ICT has become an integral part of today’s world, described as knowledge society (Sahlberg, 2010) or information age (Scardamalia, 2001). This refers to the rapid development of information and communication technology (ICT) and associated practices in our society. The central role of ICT poses challenges and opportunities for schools including teachers. Teachers need skills to work with different ICTs and to provide students with skills needed in knowledge society i.e. 21st  century skills (Binkley et-al., 2010).
Today’s students - known as net generation (or digital natives) can also be seen as a part of information society. These students are expected to be skilled with social software and other technological devices and also be able to study in collaborative, active and productive ways. (Prensky, 2001a, b, Oblinger & Oblinger, 2005, Tappscot, 2009) The studies bring out quite positive picture about Net generation but also some opposite opinions has arisen. It’s argued that the expectations concerning the Net generation are strongly exaggerated (Bennett 2008, Valtonen et-al., 2010)
This situation is interesting from student teachers’ perspective: members of net generation are expected to be familiar with different ICTs, yet several studies have indicated that they are not necessarily able to use them for learning (Dabbagh & Kitsantas, 2012). This situation demands research focusing on the net generation teacher students’ readiness to use ICT for teaching and learning. Technological Pedagogical Content Knowledge (TPACK) model has been used in several studies in order to study teachers’ readiness and skills for teaching with ICT (Koehler & Mishra, 2009). TPACK is based on Shulman’s (1986) descriptions of teacher’s pedagogical content knowledge (PCK). Shulman defines pedagogical content knowledge as a special form of teacher’s professional knowledge which includes knowing of the topics, ways of teaching and learning. Koehler and Mishra (2006) included technology aspect into this framework.
There are three core concepts in the TPACK framework: technology, pedagogy and content.  Connections between these are also of interest. In this study, the main focus is on technology, pedagogical and techno-pedagogical knowledge. Technology knowledge (TK) can be seen as persons understanding of information technology so that he or she can apply it in work and everyday life. Pedagogical knowledge (PK) is teacher’s deep understanding of processes and practices or methods in teaching and learning. Teacher’s techno-pedagogical knowledge (TPK) refers to knowing how teaching and learning can change when certain technology is used. (Koehler & Mishra 2009)
In the empirical part of this study we explored first year student teachers’ views about ICT in general and in education in the light of TPACK framework. We focused especially on the component of technological pedagogical knowledge, as the students are in the beginning of their studies and therefore do not have much content specific knowledge. As the target group consisted of first year student teachers who, by age, represent the alleged net generation, the aim is to examine TPCK taking into account some assumed net generation characteristics.
The main research question is: what kind of techno-pedagogical knowledge do teacher students have?

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