Student‐teachers' experiences in using computers during teaching practice

The purposes of this study were to investigate student‐teachers' use of computers during teaching practice, differentiating between personal use and use with children, and to identify any relationships between these and a range of biographical, computer‐experience, and practicum factors. The results showed that less than half the final year students used computers with children during their teaching practice, that personal use does not need to precede use with children and that home usage and supervising teacher's usage were important factors in explaining differences in use. These results have significant implications for the design of courses for student‐teachers.