The Finnish education system is globally highly valued. The Finnish educational system has gained good results within the international measures as e.g.  PISA (OECD, 2010). This reputation can also be seen as several newspaper articles outline the factors behind the so-called “Finnish miracle”. According to Sahlberg (2011) one reason for this success is the teacher training in Finland. University level teacher training is research-based with practical training periods. Even though the Finnish teacher training has gained positive attention, there are also several challenges. Currently in Finland there are concerns of using ICT in different levels of education. According to Kankaanranta and Puhakka (2008) the use of ICT for teaching and learning is not as common as expected. This topic is a remarkable challenge for teacher training. According to Meisalo et al. (2010) even today the teacher graduates students in Finland may be graduated without having adequate skills for taking advantage of ICT in teaching and learning.

This paper focuses on the use of ICT and teacher training from the perspective of second year teacher students. This topic will be discussed from three perspectives. The first part of the study focuses on the students’ earlier experiences of using the ICT as a part of their previous school work. This area outlines experiences from primary /secondary and as well as upper secondary levels. The second area focuses on teacher student and ICT from the perspective of theory of planned behavior. According to Ajzen (1991) attitudes toward behavior, subjective norms and perceived behavioral control affect on individuals’ intentions to behave. In this case the behavior concerns using the ICT for teaching and learning. The attitude part refers to students’ beliefs, how they see the use of ICT; whether it is positively or negatively valued. Subjective norms refer to the social aspect related to the behavior focusing on important persons for students. These important persons can be friends, university teachers and future teacher colleagues. The perceived behavioral control refers to extent that people feel they are able to behave in certain way, focusing especially to their skills. Based on the theory of planned behavior, these three elements determine individuals’ intentions to behave; in this case teacher students’ usage of ICT for teaching and learning. The third element of this study aligns with a current international topic the 21^st century skills. Based on the ACT – group, students should be provided with skills for creative thinking, collaboration, creativity etc. (http://atc21s.org). Among these skills, students should be provided with ICT skills containing abilities for managing large information sources. As well as using  ICT for supporting creativity, collaboration and other 21^st century skills.  

This study focuses on topics as above described with the following research questions:

-How do teacher students report the readiness they have gained for learning with ICT from their studies before university?

-How do teacher students see the use of ICT for learning from the perspective of theory of planned behavior?

-How do teacher students define the professional skills of today’s’ teachers?

Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. Gibbs, G. (2007). Analysing qualitative data. London: Sage Publications. Kankaanranta, M., & E. Puhakka, E. (2008). Kohti innovatiivista tietotekniikan opetuskäyttöä – Kansainvälisen SITES 2006 -tutkimuksen tuloksia. Finnish Institute for Educational Research, University of Jyväskylä, 2008. Meisalo, V., Lavonen, J., Sormunen, K., & Vesisenaho, M. (2010). ICT in initial teacher training. Finland. OEDC CERI, New Milleniun Learners. Department of Teacher Education, University of Helsinki and School of Applied Education and Teacher Education, University of Eastern Finland, 2010. OECD (2010). Finland: Slow and steady reform for consistently high results. Retrieved from: http://www.oecd.org/pisa/pisaproducts/46581035.pdf Sahlberg, P. (2011). The professional educator, Lessons from Finland. AMERICAN EDUCATOR. Retrieved from: http://www.aft.org/pdfs/americaneducator/summer2011/Sahlberg.pdf