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. More specifically, a synthesis of qualitative research was used to locate, critically appraise and synthesise the evidence base (cf. Petticrew, 2001) for interventions to effectively prepare student teacher to integrate ICT in classroom practices.

3. Strategies used to integrate ICT [Based on Kay, 2006] Integrated Multimedia Education faculty Single course Modelling Collaboration Field based Workshops Mentor teachers Access

7. Process of completing the Meta-Ethnography [Based on Atkins et. al., 2008; Noblit & Hare, 1988; Rice, 2002] Steps Description Aim Potential of strategies used to prepare student teachers to integrate ICT Search strategy Database: Web of Science Key words:“ICT”, “technology”, “teacher education”, ... [Qualitative/2000-2010 /Empirical studies in journals/English] Quality assessment Assessed for quality using 13 criteria (Atkins et al, 2008) Exclusions: insufficiently focused on the topic/not qualitative Synthesis approach Reading the studies Determining how the studies are related Translating studies into one another Synthesise translations

8. Search results Search history Number of papers Total papers produced by first search 194 Potentially relevant papers after evaluation of abstract 23 Papers excluded during quality appraisal 4 Total papers finally synthesised [1 st round] 19

10. Analysis tool Question Strategy Development of TPCK-competencies, Instructional design, Staff development, … Theory TPCK (3), TTT-model, CSCL, Review of programs, … Participants Student teachers, teacher educators, policy makers, instructors, tutors, faculty members, … Educational level Primary (5), Secondary (7), Mix (11) Domain Cross curriculum (17), Mix (4), Science, Mathematics,… Country USA (8), Singapore (3), Turkey (3), UK (2), Taiwan (2), … Research method Individual interviews (10), Focus groups (4), observations (3), Mix (13), … Evidence (Based on Hannes, 2010) Unequivocal: directly reported/observed Credible: interpretation, plausible in the light of the data Unsupported: findings are not supported by data

11. Themes accross the studies Collaboration with peers Balance between theory and practice Role model Systemic and systematic change Instructional design Reflection Role of mentor(school) Infrastructure Integrated approach Involvement of management ICT skills Resourses Field based experiences Room for attitudes & beliefs Differentiation Evaluation

15. Generating the synthesis

17. Papers ? Information ? Collaboration ? [email_address] [email_address] http://ugent.academia.edu/JoTondeur