Integration of ICT in Teacher Education and Student Teachers’ Perceptions: A Study of Paschim Medinipur District, West Bengal

Abstract

The integration of Information and Communication Technology (ICT) has become a critical component of contemporary teacher education, aiming to prepare future teachers for technology-enabled classrooms. The present study investigates the extent of ICT integration in teacher education programmes and examines student teachers’ perceptions toward the use of ICT in Paschim Medinipur district of West Bengal. A descriptive survey research design was adopted, and data were collected from 200 student teachers enrolled in B.Ed. programmes across eight teacher education institutions using a structured questionnaire. The study analyzed the availability and use of ICT infrastructure, frequency of ICT usage, perceived usefulness, confidence, and challenges associated with ICT integration. The findings reveal that while basic ICT facilities are available in most institutions, advanced digital resources and technical support remain inadequate. Student teachers demonstrated an overall positive perception toward ICT, acknowledging its importance for enhancing teaching effectiveness and future professional practice. However, moderate levels of confidence and ease of ICT integration indicate the need for improved practical training and institutional support. The study also found no significant gender-based difference in student teachers’ perceptions toward ICT. The results highlight the necessity of strengthening infrastructure, providing hands-on training, and promoting pedagogically meaningful ICT integration in teacher education programmes. The study offers valuable insights for teacher educators, institutional administrators, and policymakers to enhance the quality and effectiveness of ICT integration in pre-service teacher education.